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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| Format: | Article |
| Language: | English |
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Springer
2025-08-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00751-9 |
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| author | Amaira Utami Putra Habib Dhitareka Hanna Nurul Husna Eka Cahya Prima |
| author_facet | Amaira Utami Putra Habib Dhitareka Hanna Nurul Husna Eka Cahya Prima |
| author_sort | Amaira Utami |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-69bf1b79800945f08f2cfbe6b260f86e |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-69bf1b79800945f08f2cfbe6b260f86e2025-08-24T11:46:48ZengSpringerDiscover Education2731-55252025-08-014112510.1007/s44217-025-00751-9An exploratory study of ChatGPT in STEM teaching on heat and temperature topicAmaira Utami0Putra Habib Dhitareka1Hanna Nurul Husna2Eka Cahya Prima3International Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan IndonesiaInternational Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan IndonesiaInternational Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan IndonesiaInternational Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan IndonesiaAbstract 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.https://doi.org/10.1007/s44217-025-00751-9ChatGPTSTEM pedagogyArtificial Intelligence |
| spellingShingle | Amaira Utami Putra Habib Dhitareka Hanna Nurul Husna Eka Cahya Prima An exploratory study of ChatGPT in STEM teaching on heat and temperature topic Discover Education ChatGPT STEM pedagogy Artificial Intelligence |
| title | An exploratory study of ChatGPT in STEM teaching on heat and temperature topic |
| title_full | An exploratory study of ChatGPT in STEM teaching on heat and temperature topic |
| title_fullStr | An exploratory study of ChatGPT in STEM teaching on heat and temperature topic |
| title_full_unstemmed | An exploratory study of ChatGPT in STEM teaching on heat and temperature topic |
| title_short | An exploratory study of ChatGPT in STEM teaching on heat and temperature topic |
| title_sort | exploratory study of chatgpt in stem teaching on heat and temperature topic |
| topic | ChatGPT STEM pedagogy Artificial Intelligence |
| url | https://doi.org/10.1007/s44217-025-00751-9 |
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