Spheres of Individualized Education: Postmodern Insights from ChatGPT in Science Education

Potential Abstract:
In the era of personalized learning and AI integration in education, the concept of individualized education has taken on new dimensions. This study explores the intersection of individualized learning, postmodern perspectives, and ChatGPT technology in the context of science education. By examining the ways in which students engage with ChatGPT in science classrooms, we aim to understand the implications for teaching and learning in the digital age. Through a postmodern lens, we deconstruct traditional notions of knowledge construction and authority in education, considering how the use of ChatGPT as a conversational agent can both challenge and reinforce existing power dynamics. This study employs a qualitative research design, drawing on interviews, classroom observations, and student artifacts to capture the multifaceted nature of individualized learning experiences mediated by ChatGPT. Our findings suggest that students navigate complex spheres of influence when interacting with ChatGPT, negotiating their own agency alongside the machine’s programmed responses. We argue that the integration of ChatGPT in science education opens up new possibilities for understanding and enacting individualized learning, while also highlighting the need for critical reflection on the ethical and pedagogical implications of AI in educational settings. This research contributes to the ongoing discourse on personalized education in the digital age, offering insights into the complex dynamics of knowledge construction and power relations in the context of science classrooms.

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