LAUSR

This study examined the utilization of artificial intelligence (AI) in inquiry-based science learning among gifted and non-gifted students. The participants included 484 students (197 gifted and 287 non-gifted; 226 males and 233 females) who completed three validated questionnaire instruments: the AI-Assisted Scientific Inquiry Learning Questionnaire (AASILQ), the AI-Assisted Science Learning Questionnaire (AASLQ), and the AI Literacy Questionnaire (AILQ). Factor analyses confirmed four latent constructs in the AASILQ, two in the AASLQ, and four in the AILQ, with all scales demonstrating strong internal consistency. Group comparisons were conducted according to educational placement and gender. The results indicated significant differences regarding educational placement: gifted students reported lower levels of AI-Assisted Scientific Inquiry Learning yet demonstrated higher AI literacy and greater confidence in the safe use of AI. Gender analyses revealed that female students expressed heightened concern regarding privacy issues. These findings extend the literature on AI integration in science education by highlighting nuanced differences in how gifted and non-gifted learners engage with AI, thereby offering implications for the design of equitable and responsive AI-supported learning environments.