<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Martin Bilek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM TEACHER EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: LESS MEMORIZATION, MORE QUESTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131276.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Artificial intelligence has made its way into education at a remarkable pace. What until recently seemed to be the subject of discussions about the future has now become part of everyday educational reality. Students are using generative AI to search for information, draft texts, solve problems, formulate explanations, and prepare coursework. Meanwhile, teachers are faced with an increasingly difficult question: what exactly should pupils and students know and be able to do when artificial intelligence can provide a seemingly convincing answer in a matter of seconds?
For STEM education, and particularly for the education of future STEM teachers, this issue is of paramount importance. Science education has traditionally been associated with the acquisition of a relatively extensive body of factual and conceptual knowledge. However, the availability of AI does not mean that such knowledge is no longer necessary. Paradoxically, its importance may even increase. A person who knows almost nothing about a particular topic has a limited ability to formulate meaningful questions, assess an AI-generated answer, recognise inaccuracies and, ultimately, take responsibility for the final output. In other words, access to information cannot replace understanding.
</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">770-772</style></section></record></records></xml>