An exploratory study of ChatGPT in STEM teaching on heat and temperature topic
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 abse...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-08-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00751-9 |
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| Summary: | 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. |
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| ISSN: | 2731-5525 |