From Cognitive Offloading Risk to Human-AI Collaborative Thinking: Application of Generative Artificial Intelligence in Interdisciplinary Practice Assignment Design for Junior High School Chemistry
Abstract In response to the core risk of student “cognitive offloading” easily triggered by the application of Generative Artificial Intelligence (GAI) in interdisciplinary assignments for junior high school chemistry,this study,guided by the core competencies of the new curriculum and using the “Water Purification and Composition” unit assignment design as a practical example,directly addresses two key questions through comparison: “What kind of design exacerbates the risk? What kind of design can foster collaboration?” It proposes four principles for effective assignment design: goal anchoring,step construction,role delimitation,and evaluation shift. These principles not only address GAI-related risks but also effectively promote the development of students’ core competencies in chemical concepts,scientific thinking,scientific inquiry and practice,and scientific attitude and responsibility. This provides a clear pathway for frontline teachers to design forward-looking and effective assignments within the “Chemistry and Society: Interdisciplinary Practice” theme.
LI Zhao-Hui, YAN Wen-Li. From Cognitive Offloading Risk to Human-AI Collaborative Thinking: Application of Generative Artificial Intelligence in Interdisciplinary Practice Assignment Design for Junior High School Chemistry[J]. Chinese Journal of Chemical Education, 2026, 47(11): 56-63.
