<![CDATA[This systematic literature review examines the integration of Artificial Intelligence (AI) in elementary science education, focusing on pedagogical models, learning outcomes, and ethical considerations. Following the PRISMA 2020 framework, a comprehensive search of the Scopus database identified 637 initial records. After applying inclusion criteria (peer-reviewed empirical studies, elementary education context, AI-assisted science learning, published 2019–2025), 28 articles were selected for final analysis. Findings reveal three primary pedagogical approaches: inquiry-based learning with AI scaffolding, project-based learning enhanced by generative AI, and game-based learning for AI concept introduction. Documented learning outcomes include improved scientific literacy (N-gain scores up to 0.73), enhanced computational thinking skills, positive attitudes toward science, and development of science process skills. However, ethical concerns regarding algorithmic bias, data privacy, over-reliance on AI, and equitable access remain insufficiently addressed in current literature. This review synthesizes current evidence to propose a framework for responsible AI integration in elementary science education, identifying significant research gaps and providing recommendations for pedagogy, policy, and future research.]]>
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