Gusu District Senior High School, Suzhou, Jiangsu Province, China

Abstract: Physics education in senior high schools in China has long been challenged by the tension between examination-oriented instruction and the goal of fostering deep conceptual understanding and scientific inquiry skills. Traditional physics teaching often emphasizes formula memorization and problem-solving drills, which may help students achieve high scores on standardized tests but frequently fail to develop genuine understanding of physical concepts or the ability to apply knowledge to real-world situations. This classroom case study proposes and evaluates an AI-Scaffolded Phenomenon-Based Learning (AI-PBL) instructional approach that integrates captivating physical phenomena with artificial intelligence tools to support deep conceptual understanding in senior high school physics. The approach was implemented in a Grade 11 physics class at Gusu District Senior High School over a 6-week period, focusing on the electromagnetic induction unit. AI tools were carefully integrated as cognitive scaffolds to support students at different stages of the inquiry process—from phenomenon visualization and simulation to data analysis, conceptual explanation, and Socratic questioning. Mixed-methods data were collected, including pre- and post-conceptual tests, inquiry skills assessments, student work samples, classroom observations, student interviews, and survey data on learning motivation and self-efficacy. Results indicate that students in the AI-PBL class showed significant improvement in conceptual understanding, particularly in terms of deep comprehension, transfer ability, and explanation skills. Students also demonstrated increased motivation and self-efficacy for physics learning, reporting greater interest and a stronger sense of connection between physics and everyday life. The study suggests that thoughtfully designed AI scaffolding, when combined with phenomenon-driven, inquiry-oriented instruction, can effectively support deep conceptual understanding in physics education. Practical implications for frontline physics teachers are discussed, along with considerations for ethical and pedagogically sound AI integration in science classrooms.

Keywords: physics education; senior high school; conceptual understanding; AI scaffolding; phenomenon-based learning; electromagnetic induction; inquiry instruction