IntechOpen eBooks,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 11, 2024
In
this
chapter,
we
explore
the
dual
role
of
Generative
AI
in
both
harnessing
and
hampering
creativity
preservice
teacher
(PST)
education.
On
one
hand,
(GAI)
tools,
such
as
ChatGPT,
Adobe
Firefly
other
programs,
offer
novel
opportunities
for
enhancing
PST
creativity.
By
providing
automated
assistance
generating
ideas,
solving
problems,
producing
artistic
content,
these
technologies
can
empower
PSTs
to
new
avenues
expression
innovation.
Used
effectively,
they
foster
a
conducive
environment
creative
exploration
self-expression.
widespread
adoption
GAI
education
raises
concerns
regarding
its
potential
negative
impacts
on
student
An
overreliance
AI-generated
content
may
inhibit
intrinsic
motivation,
critical
thinking
skills,
originality,
leading
reduction
autonomy
self-efficacy.
share
PSTs’
impressions
experiences
related
their
use
ChatGPT
design
lesson
plans.
Information,
Год журнала:
2025,
Номер
16(3), С. 235 - 235
Опубликована: Март 17, 2025
With
the
emergence
of
artificial
intelligence
(AI),
machine-learning
(ML),
and
chatbot
technologies,
field
education
has
been
transformed
drastically.
The
latest
advancements
in
AI
chatbots
(such
as
ChatGPT)
have
proven
to
offer
several
benefits
for
students
educators.
However,
these
also
come
with
inherent
challenges,
that
can
impede
students’
learning
create
hurdles
study
aims
explore
challenges
educational
settings,
goal
identifying
how
they
address
existing
barriers
learning.
paper
begins
by
outlining
historical
evolution
along
key
elements
encompass
architecture
an
chatbot.
then
delves
into
limitations
associated
integration
education.
research
findings
from
this
narrative
review
reveal
using
like
ChatGPT
function
virtual
tutoring
assistants,
fostering
adaptive
environment
aiding
various
activities,
such
programming
languages
foreign
languages,
understanding
complex
concepts,
assisting
providing
real-time
feedback.
Educators
leverage
course
content,
generate
assessments,
evaluate
student
performance,
utilize
them
data
analysis
research.
technology
presents
significant
concerning
security
privacy.
Additionally,
ethical
concerns
regarding
academic
integrity
reliance
on
are
some
challenges.
Ultimately,
endless
opportunities
a
dynamic
interactive
environment.
help
teachers
maximize
potential
robust
technology,
it
is
essential
understand
risks,
benefits,
use
Cumhuriyet International Journal of Education,
Год журнала:
2025,
Номер
14(1), С. 240 - 249
Опубликована: Март 28, 2025
Günümüzde,
yapay
zeka
tabanlı
sohbet
robotlarının
eğitim-öğretim
süreçlerinde
kullanımı
yaygın
hale
gelmektedir.
Bu
araştırmanın
amacı,
öğrencilerin
Fen
Bilimleri
dersinde
ChatGPT
kullanımına
ilişkin
görüşlerini
ortaya
koymaktır.
Araştırmanın
çalışma
grubunu
Türkiye’de
bir
devlet
okulunda
öğrenim
görmekte
olan
6.
Sınıf
öğrencileri
oluşturmaktadır.
Araştırmada
ChatGPT’nin
dersi
“kuvvet”
konusunda
kullanılması
deneyimlerinin
betimlenmesi
ve
görüşlerinin
alınması
amaçlandığı
için
araştırma
fenomenoloji
(olgu
bilim)
yöntemiyle
yürütülmüştür.
doğrultuda
veriler
yarı
yapılandırılmış
görüşme
formu
ile
toplanmıştır.
Veriler
içerik
analizi
yöntemi
çözümlenmiştir.
Çalışmanın
sonucunda;
işlenilen
fen
bilimleri
dersindeki
öğretim
sürecine
olumlu
yaklaşım
sergiledikleri
görülmüştür.
Ayrıca,
yapılan
öğretimin
öğrenciye
en
çok
katkı
yapan
yönleri;
görsel
oluşturma,
anında
geri
bildirim,
hikaye
oluşturma
sesli
iletişim
olduğu
bulunmuştur.
Öğrencilerin
kullanılabileceği
diğer
dersler
ise
İngilizce
Matematik
derslerini
belirttikleri
sonunda,
sınıf
seviyelerinde,
başka
konularında
derslerde,
kullanılarak
süreçlerine
etkisi
araştırılabileceği
öğretmenlere
derslerin
işlenmesi
noktasında
hizmet
içi
eğitimler
verilebileceği
gibi
önerilerde
bulunulmuştur.
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 196 - 196
Опубликована: Фев. 6, 2025
As
of
late,
generative
AI
tools
have
been
rapidly
gaining
purchase
as
an
important
part
life.
Thus,
one
cannot
ignore
their
growing
integration
into
educational
landscapes,
including
teacher
education.
This
qualitative
study
examines
how
pre-service
teachers
(PSTs)
leverage
ChatGPT-4
to
apply
constructivist
theory
in
curriculum
planning
(CP).
The
findings
revealed
three
approaches
through
which
PSTs
used
the
chatbot
practice:
(a)
simplifying
theory,
(b)
applying
and
(c)
visualizing
theory.
suggest
that
need
refine
prompts
using
curricular
language
engaging
creative
critical
thinking
supported
translation
process.
In
incorporating
CP,
considered
multiple
factors,
ideation,
inspiration,
creativity,
reliability,
insufficient
personalization—attesting
a
balanced
perspective
on
use
this
tool,
i.e.,
recognizing
potential
benefits
utilizing
chatbot,
while
remaining
cognizant
its
associated
risks
limitations.
points
aspects
CP
AI,
educators
should
discuss
with
PSTs.
Large
language
models
(LLMs)
have
demonstrated
outstanding
capabilities
in
general
problem-solving
and
been
shown
to
improve
productivity
certain
domains.
Thanks
their
flexibility,
recent
work
has
leveraged
them
for
diverse
scientific
applications,
ranging
from
predictive
modeling,
Q&A,
even
as
autonomous
agents
towards
automation
chemistry.
The
democratization
of
high-quality
chemistry
education
faces
several
challenges,
including
heterogeneity
among
sub-fields,
limited
access
personalized
guidance,
an
uneven
distribution
resources.
Additionally,
hands-on
laboratory
experiments,
a
crucial
component
education,
are
difficult
scale
due
inherent
safety
risks
that
necessitate
close
supervision.
We
propose
LLMs
can
help
overcome
these
obstacles
by
providing
scalable
solutions
tailor
educational
content
individual
needs,
enhancing
the
overall
learning
experience.
In
this
perspective,
we
discuss
how
catalyze
across
multiple
dimensions,
preparing
delivering
lectures
tackling
guidance
both
wet
lab
computational
re-thinking
evaluation
methodologies
classroom.
also
some
potential
technology,
such
possibility
generating
inaccurate
or
biased
content,
emphasize
need
further
development
ensure
successful
integration
Research Square (Research Square),
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 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.
