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Using of Chatgpt in Designing Science Lessons

Primary research

#824

T1new
Topic
unassigned (set during synthesis)
First seen
2026-07-27 13:13:53
Last seen
2026-07-27 13:13:53

Source raw items (1)

  • Semantic Scholar2026-07-27 13:13:17
    Using of Chatgpt in Designing Science Lessons

    The integration of artificial intelligence (AI) in education constitutes a major challenge in the context of the rapid proliferation of generative AI technologies, particularly with the emergence of ChatGPT in November 2022. While scientific production in this field is growing rapidly, the diversity and fragmentation of studies make it difficult to gain a comprehensive understanding of research advances and gaps. In order to develop an in-depth view of current research trends regarding the use of ChatGPT, this work is based on an umbrella systematic review. The results reveal that only a minority of studies specifically address the use of ChatGPT for designing lessons. It therefore proves necessary to conduct in-depth research to explore how ChatGPT can be used in the instructional design process, particularly in science. These findings lead to the formulation of the following research question: What are the contributions and limitations of ChatGPT for instructional design in science courses? For data collection, we asked ChatGPT specific questions concerning the development of pedagogical scenarios in scientific disciplines such as computer science, chemistry, physics, mathematics, and life and earth sciences. The results of the queries provided by ChatGPT underwent an in-depth analysis based on an analysis grid including didactic and pedagogical criteria: the formulation of pedagogical objectives, the choice of teaching methods, techniques, and tools, learning and assessment activities, constructive alignment, as well as the suitability for learners' level.