Speaker
Description
The rise of generative artificial intelligence has brought increased attention to the integration of AI chatbots in education. Tools such as ChatGPT, Gemini, or Microsoft Copilot are becoming gradually accessible, raising questions about how students engage with them in various educational contexts. A recent study by von Garrel and Mayer (2023) shows that university students in STEM fields are the most frequent users, indicating a strong connection between chatbot use and disciplines that emphasise problem solving and analytical thinking. This is particularly relevant in physics education, where conceptual understanding and analytical thinking play a key role.
Chatbots are believed to have a huge potential for improving teaching and learning at all educational levels. Many existing publications in the field of education often focus on the potential uses of chatbots and the associated challenges; the teaching ideas involving chatbots arise spontaneously and vigorously within the educational community.
This study aims not to expand the portfolio of existing teaching ideas but to provide an evidence-based insight into how Czech upper-secondary school students (N = 1175, aged 15-19) use chatbots in science subjects. Data were collected through a quantitative online survey between September 2023 and February 2024.
Our findings show that a considerable number of students have integrated chatbots into their daily routines; however, only a small fraction uses them regularly for science learning. While boys reported more frequent overall chatbot usage, no significant gender differences were observed in terms of chatbot use for science learning. Additionally, students’ expectations regarding the importance of science knowledge for their future did not predict greater chatbot use. Students primarily used chatbots to quickly find clear explanations of unfamiliar concepts. Notably, despite being in a non-English-speaking environment, most respondents stated they naturally use English when interacting with chatbots.
These results highlight the need for educators to consider the intentional integration of chatbots into science education. Key challenges include promoting critical evaluation of chatbot-provided information, preventing the reinforcement of gender-based disparities, and using chatbots to support language skills in the context of science communication.
| Contribution categories - primary focus | Primary and secondary school |
|---|---|
| Contribution categories - type | Research oriented |