An Exploratory Study of ChatGPT in STEM Teaching on Heat and Temperature Topic

Autor/inn/en	Amaira Utami; Putra Habib Dhitareka; Hanna Nurul Husna; Eka Cahya Prima
Titel	An Exploratory Study of ChatGPT in STEM Teaching on Heat and Temperature Topic
Quelle	In: Discover Education, 4 (2025), Artikel 309 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s44217-025-00751-9
Schlagwörter	Forschungsbericht; Artificial Intelligence; Technology Uses in Education; Science Instruction; Teaching Methods; STEM Education; Heat; Climate; Prompting; Citations (References); Educational Research; Theory Practice Relationship; Teaching Models; Student Needs + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Hitze; Klima; Benutzerführung; Citations; Zitat; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Lehrmodell
Abstract	The emergence of Artificial Intelligence (AI) within the educational context underscores a focal point, especially in the field of STEM education. A key concern lies in the extent to which ChatGPT's responses align with established STEM pedagogy and whether its limitations, such as the absence of citations and reliance on a single perspective, undermine its reliability for academic and instructional use. To explore this issue, the study examines two research questions: (1) How did ChatGPT respond to questions related to STEM pedagogy? (2) How did ChatGPT generate responses to the prompt or instruction about the practical STEM pedagogy on heat and temperature topic? This exploratory research employs a self-directed study to examine the utilization of ChatGPT in answering five prompts related to STEM teaching. Remarkably, the outputs generated by ChatGPT corresponded with the existing scholarly literature, especially in terms of conceptual elaboration concerning STEM pedagogy. However, in its present state, the generated idea lacks the support of proper grounding or relevant citations, positioning the users to accept the single perspective generated by ChatGPT, which makes the result less reliable for academic or research purposes. Another prominent consideration related to the utilization of AI in supporting teaching resources is the alignment with pedagogical theory. The presence of ChatGPT may benefit teachers. However, further refinement is imperative, ensuring it aligns with specific teaching models, students' needs, and learning contexts by utilizing it as foundational ideas for additional adjustment. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10