Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study DOI
Samuel Jere, Rebecca Bessong,

Mamotena Mpeta

et al.

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: July 23, 2024

Abstract The emergence of artificial intelligence, exemplified by generative chatbots like ChatGPT, has elicited optimism among some educators regarding enhanced teaching and learning methods. Simultaneously, it raised concerns others who perceive these as disruptive to established pedagogical norms developed over centuries. This study investigated analysed pre-service teachers' perceptions integrating ChatGPT into physical sciences at a rural university. A case research design that used qualitative approach was collect, analyse interpret data. methodology employed gain comprehensive insight the viewpoints held science teachers. explored benefits potential challenges incorporating emerging technologies sciences. theoretical framework guided technological, content knowledge. Eleven purposively sampled teachers participated in semi-structured interviews. collected data were using thematic analysis. findings contribute lesson planning, preparation, presentation formative assessment. However, revealed inability answer questions great concern. These shed light on how intelligence can be incorporated learning. provide insights for policymakers, researchers deepen their understanding role education.

Language: Английский

Integrating generative AI into STEM education: enhancing conceptual understanding, addressing misconceptions, and assessing student acceptance DOI Creative Commons
Tarik El Fathi, Aouatif Saad, Hayat Larhzil

et al.

Disciplinary and Interdisciplinary Science Education Research, Journal Year: 2025, Volume and Issue: 7(1)

Published: March 31, 2025

Abstract Advancements in artificial intelligence (AI), particularly generative AI models such as ChatGPT, offer transformative opportunities to enhance educational practices STEM disciplines. Thermodynamics, a fundamental subject engineering education, presents significant challenges due its abstract nature and common misconceptions. This study investigates the effectiveness of integrating ChatGPT supplemental pedagogical tool, guided by constructivist inquiry-based approach using Constructivist Inquiry-Based Learning Prompting (CILP) framework, conceptual understanding address misconceptions an introductory thermodynamics course for first-year Moroccan students. A quasi-experimental design was used, with 120 students equally divided into control experimental groups. The group received traditional instruction, whereas ChatGPT-assisted instruction. Conceptual measured pre- post-tests, while student perceptions acceptance were collected via weekly surveys. Results showed that significantly outperformed group, exhibiting greater improvements reduction qualitative misconceptions, related entropy internal energy. However, some quantitative persisted, underscoring ChatGPT’s limitations advanced reasoning tasks, problem-solving, numerical calculations. Students reported high satisfaction usability instructional support. Moreover, targeted use rather than frequent reliance, correlated optimal learning outcomes. These findings underscore potential education within inquiry-based, environments provide evidence effective integration tools improve outcomes, resource-constrained settings.

Language: Английский

Citations

0
Analysis of Practical Characteristics in Simulated Elementary Science Lessons Earth and Space Using ChatGPT DOI

Yoon-Sung Choi,

Jung-In Chung

Journal of the Korean earth science society, Journal Year: 2025, Volume and Issue: 46(1), P. 78 - 95

Published: Feb. 28, 2025

Language: Английский

Citations

0
Exploring the Scientific Validity of ChatGPT’s Responses in Elementary Science for Sustainable Education DOI Open Access
Yoonsung Choi

Sustainability, Journal Year: 2025, Volume and Issue: 17(7), P. 2962 - 2962

Published: March 27, 2025

As AI integration in education increases, it is crucial to evaluate its effectiveness elementary science learning, particularly promoting sustainable through equitable access knowledge. This study aims assess the validity and applicability of ChatGPT3.5 (free version) responses Earth Space science. A document analysis 1200 AI-generated was conducted scientific validity, explanatory clarity, pedagogical relevance. The employed quantitative methods accuracy alignment with curricula, while qualitative insights identified linguistic conceptual challenges. findings indicate that 94.2% were scientifically valid, 70.6% clear, but only 12.8% aligned curricula. While ChatGPT provides accurate information, many included complex terminology unsuitable for young learners. Additionally, 87.2% lacked posing challenges effective classroom integration. Despite these limitations, shows potential simplifying concepts expanding educational resources. Refining content curriculum-based filtering, adaptive language processing, teacher mediation necessary. Strengthening AI-driven strategies a sustainability focus can ensure long-term improvements learning. highlights need further research on optimizing tools education.

Language: Английский

Citations

0
Exploring the mediating roles of self-control, management, and meaningful learning self-awareness in the relationship between academic self-discipline and GAI acceptance DOI Creative Commons
Kıvanç Bozkuş, Özge Canoğulları

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

Language: Английский

Citations

0
Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study DOI
Samuel Jere, Rebecca Bessong,

Mamotena Mpeta

et al.

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: July 23, 2024

Abstract The emergence of artificial intelligence, exemplified by generative chatbots like ChatGPT, has elicited optimism among some educators regarding enhanced teaching and learning methods. Simultaneously, it raised concerns others who perceive these as disruptive to established pedagogical norms developed over centuries. This study investigated analysed pre-service teachers' perceptions integrating ChatGPT into physical sciences at a rural university. A case research design that used qualitative approach was collect, analyse interpret data. methodology employed gain comprehensive insight the viewpoints held science teachers. explored benefits potential challenges incorporating emerging technologies sciences. theoretical framework guided technological, content knowledge. Eleven purposively sampled teachers participated in semi-structured interviews. collected data were using thematic analysis. findings contribute lesson planning, preparation, presentation formative assessment. However, revealed inability answer questions great concern. These shed light on how intelligence can be incorporated learning. provide insights for policymakers, researchers deepen their understanding role education.

Language: Английский

Citations

1