Artificial intelligence is a rapidly developing field of technology that is permeating various areas, including education. The aim of this master thesis was to identify the use of artificial intelligence tools among primary and secondary school students, to identify the most popular artificial intelligence tools and to analyse the differences in the use of these tools according to the level of education, gender and motives of the students. We put special emphasis on the use of artificial intelligence tools in biology lessons. We used a survey method to collect data. We interviewed 107 primary and 164 secondary school students. We found that primary school students use artificial intelligence tools more often than secondary school students. Both groups use artificial intelligence tools for educational purposes most often, with ChatGPT-3.5 and Google Translate being the most frequently used tools. Secondary school pupils have more sophisticated and critical views on the use of artificial intelligence, are more concerned about the impact of artificial intelligence on society and are better able to identify its advantages and disadvantages. Primary school pupils have more neutral views and less formed opinions on artificial intelligence. Secondary and primary school pupils are not particularly in favour of replacing traditional classroom teaching with artificial intelligence tools. Both groups also feel that artificial intelligence tools cannot replace a teacher's explanation of biological content.
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