New Perspectives in Science Education
Can Artificial Intelligence Participate in Scientific Inquiry? A Popperian Interpretation of Students’ Views Using Aspect-Based Sentiment Analysis
Maria Eliza P. Cruz-Ocampo, College of Education, San Beda University, Manila (Philippines)
Peter Paul A. Ocampo, College of Arts and Sciences, San Beda University, Manila (Philippines)
Abstract
This paper analyzes students’ perceptions of artificial intelligence (AI) and its capacity for scientific reasoning through the lens of Karl Popper, particularly his theories of falsifiability and critical rationalism. This study used a mixed-methods computational text analysis design with aspect-based sentiment analysis (ABSA) to examine sentiments toward AI, aligning with Popperian aspects of scientific inquiry. Sixty (60) open-ended textual responses from selected college students were analyzed using Python-based natural language processing tools. Key findings indicate that students generally held mixed to negative sentiments toward AI regarding falsifiability, skepticism, experimentation, criticism, and scientific reasoning. They also held a cautious, critical, and tool-oriented view of AI in scientific inquiry, with AI strongly associated with data analysis, research assistance, and pattern recognition. Interpreted through Popper’s philosophy of science, these responses reveal AI’s perceived usefulness in scientific methods but also limitations in the critical spirit of science, as shown by its poor capacity to exhibit conjecture, skepticism, refutation, and critical judgment. The emerging epistemological position is that science is a human-led, critical, and self-correcting process. AI can only contribute to this process but can never replace human scientists. The study is a fusion of machine-learning-assisted computational research and the philosophy of science.
Keywords: aspect-based sentiment analysis, Popperian philosophy, Artificial intelligence, machine-learning-assisted research, philosophy of science
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