Can a robot be a scientist? Developing students’ epistemic insight through a lesson exploring the role of human creativity in astronomy

Abstract

Abstract Artificial intelligence is transforming the practice of science worldwide. Breakthroughs in machine learning are enabling, for example, the discovery of potentially habitable exoplanets beyond our solar system. The growing role of artificial intelligence (AI) in science raises questions for scientists, philosophers, computer scientists … and educators. How will the scholarship and practice of science education respond to the growing role of artificial intelligence in science? Questions like ‘Can a robot be a scientist?’ can help stimulate students’ epistemic curiosity, about the nature of scientific knowledge, including the value and importance of apparently uniquely human attributes such as creativity. In this article we explain the development and delivery of a science lesson using the question ‘can a robot be a scientist?’ to explore the role of human creativity in scientific observation and classification, using resources and activities created for the citizen scientist project ‘Galaxy Zoo’.