Using ChatGPT for Science Learning: A Study on Pre-service Teachers' Lesson Planning

Lee, Gyeong-Geon; Zhai, Xiaoming

doi:10.1109/tlt.2024.3401457

Cited by 6 publications

(1 citation statement)

References 40 publications

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“…The preservice teachers' perceptions that ChatGPT is a useful tool for generating questions or responding to learners' queries align with the ndings from the literature. A study by Lee and Zhai (2024) revealed that preservice science teachers regarded ChatGPT as useful in learners' formative assessment. This is supported by Rahman and Watanobe (2023) who claim that physics teachers can use ChatGPT to generate practice questions, quizzes and explanations for formative assessment.…”

Section: In Terms Of Lesson Preparation This Is What Lebo Had To Saymentioning

confidence: 99%

Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study

Jere,

Bessong,

Mpeta

et al. 2024

Preprint

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

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Section: In Terms Of Lesson Preparation This Is What Lebo Had To Saymentioning

confidence: 99%

Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study

Jere,

Bessong,

Mpeta

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

Automatic Lesson Plan Generation via Large Language Models with Self-critique Prompting

Zheng,

Li,

Huang

et al. 2024

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Track

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Navigating the data frontier in science assessment: Advancing data augmentation strategies for machine learning applications with generative artificial intelligence

Martin,

Graulich

2024

Computers and Education: Artificial Intelligence

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Using ChatGPT for Science Learning: A Study on Pre-service Teachers' Lesson Planning

Cited by 6 publications

References 40 publications

Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study

Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study

Automatic Lesson Plan Generation via Large Language Models with Self-critique Prompting

Navigating the data frontier in science assessment: Advancing data augmentation strategies for machine learning applications with generative artificial intelligence

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