Posthuman Object Pedagogies: Thinking with Things to Think with Theory for Innovative Educational Research

Abstract

Educational practices and learning processes are entangled with a multitude of objects but these objects are often positioned as dull, inert matter, disregarded as mundane, left unnoticed, and made subservient to the proper business of educating. The authors see them a vital intra-acting bodies that help scholars to think differently about pedagogy and research.

Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with: A case study

“…To paraphrase Turkle (1984), GenAIbots are 'metacognitive machines' because they influence how we think about our own thinking (p. 17). Taylor et al (2022) stress the need to recognize chatbots' agency in educational research, providing insights for enhancing practices. They argue that objects, including chatbots, actively shape our understanding of the world, aligning with post-humanist theories highlighting human and non-human entanglement (Haraway, 1990).…”

Enhancing Chemistry Learning with ChatGPT, Bing Chat, Bard, and Claude as Agents-to-Think-With: A Comparative Case Study

“…Generative AI-powered chatbots (GenAIbots), including ChatGPT, Bing Chat, Bard, and Claude, have been introduced as innovative solutions to persistent challenges in Chemistry education (Baidoo-Anu & Owusu Ansah, 2023;Taylor et al, 2022). Their emergence offers a dynamic, inclusive educational environment, transforming how complex concepts are conveyed and understood.…”