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

Abstract

This study investigates the potential of ChatGPT and Bing Chat, advanced conversational AIs, as “objects-to-think-with,” resources that foster reflective and critical thinking, and concept comprehension in enhancing STEM education, using a constructionist theoretical framework. A single-case study methodology was used to analyze extensive interaction logs between students and both AI systems in simulated STEM learning experiences. The results highlight the ability of ChatGPT and Bing Chat to help learners develop reflective and critical thinking, creativity, problem-solving skills, and concept comprehension. However, integrating AIs with collaborative learning and other educational activities is crucial, as is addressing potential limitations like concerns about AI information accuracy and reliability of the AIs’ information and diminished human interaction. The study concludes that ChatGPT and Bing Chat as objects-to-think-with offer promising avenues to revolutionize STEM education through a constructionist lens, fostering engagement in inclusive and accessible learning environments.

How understanding large language models can inform the use of ChatGPT in physics education

“…However, since the public release of ChatGPT, there has been an escalation in the sense of urgency to investigate the possible implication of LLM-based tools for education [1]. In the months following the release of ChatGPT, scholars in different subfields of education research began reflecting on the opportunities and challenges arising from LLMs' application in education [77][78][79][80][81]. Some recurring ideas in this literature include the impact of LLMs on assessment practices on one side [52,82,83], as well as LLMs' potential to enable interactive and personalised learning assistance for students [84,85], and lesson planning and assessment assistance for teachers [84][85][86][87][88].…”

“…With recent versions of ChatGPT displaying a 'humbler' character, willing to accept criticism and revise its responses (e.g. the example provided in IV.C.6), compared to previous versions [17], this opens the door to dialogic approaches to physics problem-solving, a form of collaboration between AI and humans, where LLM-based chatbots can be used as 'objects to think with' [81]. As we have demonstrated in this paper, dialogue-based approaches, combined with some basic understanding of LLMs' functioning and prompting techniques, hold the potential to become a useful tool for physics problem-solving.…”

The application and challenges of ChatGPT in educational transformation: New demands for teachers' roles

“…Moreover, the integration of ChatGPT and similar AI tools in STEM education has been shown to assist learners in developing reflective and critical thinking, as well as concept comprehension. However, it is essential to integrate these AI tools within collaborative learning frameworks and address potential limitations, such as the accuracy and reliability of AI-provided information [ 64 ].…”

ChatGPT as a tool for honing teachers’ Socratic dialogue skills

“…Despite the risks related to the use of AI-based chatbots [4,5], they hold the potential to be useful for both students and teachers. Students could benefit from having a personal, always-available, and patient tutor [6,7], a peer for doing homework [8], or an 'object to think with' [9]. On the other hand, teachers could take advantage of a time-saving assistant for tasks such as grading [10], or lesson planning [11], as well as a source of material for classroom or homework activities [12].…”