Abstract
This study examines the impact of using ChatGPT in a physics classroom on correcting students' misconceptions via ChatGPT creation and experiment procedures. By incorporating artificial intelligence chatbots such as ChatGPT into education, teachers and students may have in-depth conversations to enhance their comprehension of physics ideas and put their knowledge into practice in real-life situations. This method provides individualised feedback and support, helping students correct misconceptions promptly and gain a more profound comprehension of the topic. ChatGPT facilitates experiment-designing activities for students to actively engage in the scientific process, test ideas, and improve their thinking based on results. Integrating ChatGPT in the classroom may improve student learning outcomes in physics by developing critical thinking abilities, boosting cooperation, and building a greater understanding of the scientific process.
Reference70 articles.
1. Adeshola, I., & Adepoju, A. P. (2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, pp. 1–14. https://doi.org/10.1080/10494820.2023.2253858
2. Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883-895. https://doi.org/10.54183/jssr.v3i2.326
3. Ali, A. (2023). Exploring the Transformative Potential of Technology in Overcoming Educational Disparities. International Journal of Multidisciplinary Sciences and Arts, 2(1). https://doi.org/10.47709/ijmdsa.v2i1.2559
4. Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551
5. Assem, H., Owusu, M., Issah, S., & Issah, B. (2023). Identifying and Dispelling Students’ Misconceptions about Electricity and Magnetism Using Inquiry-Based Learning in Selected Junior High Schools. ASEAN Journal for Science Education, 3(1), 13-32.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献