Potential Abstract:
This research article explores the potential of ChatGPT, an advanced natural language processing model, to foster creativity in science education through the implementation of organic pedagogies. The aim of this study is to investigate how ChatGPT can support students’ creative thinking skills and engagement in the science classroom. The current education system often promotes rote memorization and standardized testing, leaving little room for creativity and innovative thinking. However, creativity is fundamental for the development of critical thinking, problem-solving, and the ability to adapt to an ever-changing world. To address this gap, we propose an innovative pedagogical approach that integrates ChatGPT as an interactive and adaptable tool for learning science concepts.
This study adopts a mixed-methods research design, involving both quantitative and qualitative data collection methods. Initially, a pretest-posttest experimental design will be conducted in a high school setting, comparing the performance of two groups: one using ChatGPT and the other relying on traditional instruction. The quantitative data will be gathered through performance assessments and surveys to measure students’ creativity, critical thinking, and science achievement. Meanwhile, qualitative data will be collected through classroom observations, student interviews, and artifact analysis to explore students’ perceptions, experiences, and engagement with ChatGPT.
The findings of this study will provide valuable insights into the role of technology, specifically ChatGPT, in promoting creative pedagogies in science education. It will contribute to the existing literature by uncovering the potential benefits and challenges associated with integrating artificial intelligence models into the classroom. Moreover, it will shed light on the effectiveness of organic pedagogies, which emphasize student-centered, inquiry-based, and interdisciplinary approaches to learning. By exploring the intersection of creativity, pedagogies, and technology, this research seeks to provide educators and policymakers with evidence-based recommendations to enhance science education and foster students’ creative thinking skills.
Potential References:
- Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education
- ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education
- Towards Pedagogical Conversational Agents as Creativity Drivers in Virtual Worlds
- The role of ChatGPT in higher education: Benefits, challenges, and future research directions
- Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape
