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Teymoor Khosravi; Zainab M. Al Sudani; Morteza Oladnabi – Innovations in Education and Teaching International, 2024
OpenAI's ChatGPT, is a conversational chatbot that uses Generative Pre-trained Transformer or GPT language model to mimic human-like responses. Here we evaluated its performance in providing responses to genetics questions across five different tasks including solid genetic basics, identifying inheritance pattern based on described pedigrees,…
Descriptors: Artificial Intelligence, Technology Uses in Education, Natural Language Processing, Genetics
Moriah Ariely; Tanya Nazaretsky; Giora Alexandron – Journal of Research in Science Teaching, 2024
One of the core practices of science is constructing scientific explanations. However, numerous studies have shown that constructing scientific explanations poses significant challenges to students. Proper assessment of scientific explanations is costly and time-consuming, and teachers often do not have a clear definition of the educational goals…
Descriptors: Biology, Automation, Individualized Instruction, Science Instruction
Hee Kyung Park; Sonya Nichole Martin – Asia-Pacific Science Education, 2024
This paper consists of a systematic review of the literature on ChatGPT's application in science education, drawing from studies conducted between January and September 2023, examining the current landscape, challenges, and implications of integrating ChatGPT into science classrooms. Analysis revealed a predominant emphasis on physics and…
Descriptors: Artificial Intelligence, Computer Software, Synchronous Communication, Science Education
Ted M. Clark; Ellie Anderson; Nicole M. Dickson-Karn; Comelia Soltanirad; Nicolas Tafini – Journal of Chemical Education, 2023
Student performance on open-response calculations involving acid and base solutions before and after instruction in general chemistry and analytical chemistry courses was compared with the output from the artificial intelligence chatbot ChatGPT. Applying a theoretical model of expertise for problem solving that includes problem conceptualization,…
Descriptors: Academic Achievement, College Students, College Science, Chemistry
Lin, Marcia C.; Eylon, Bat-Sheva; Rafferty, Anna; Vitale, Jonathan M. – EURASIA Journal of Mathematics, Science & Technology Education, 2015
Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that engage students in realistic, personally relevant…
Descriptors: Lifelong Learning, Inquiry, Learning Strategies, Constructivism (Learning)
Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S. – Journal of Learning Analytics, 2015
Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…
Descriptors: Writing (Composition), Writing Strategies, Hypothesis Testing, Essays
Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S. – Grantee Submission, 2015
Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…
Descriptors: Writing (Composition), Writing Strategies, Hypothesis Testing, Essays