ChatGPT in Brazilian K-12 science education
This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Nor...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-02-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1321547/full |
| _version_ | 1797292414442930176 |
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| author | Fábio Ferreira Monteiro Paulo Victor Santos Souza Marcelo Castanheira da Silva José Robson Maia Wagner Ferreira da Silva Daniel Girardi |
| author_facet | Fábio Ferreira Monteiro Paulo Victor Santos Souza Marcelo Castanheira da Silva José Robson Maia Wagner Ferreira da Silva Daniel Girardi |
| author_sort | Fábio Ferreira Monteiro |
| collection | DOAJ |
| description | This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction. |
| first_indexed | 2024-03-07T19:52:22Z |
| format | Article |
| id | doaj.art-944c4e8107974cc39418ca048735cf40 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-07T19:52:22Z |
| publishDate | 2024-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-944c4e8107974cc39418ca048735cf402024-02-28T15:00:05ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-02-01910.3389/feduc.2024.13215471321547ChatGPT in Brazilian K-12 science educationFábio Ferreira Monteiro0Paulo Victor Santos Souza1Marcelo Castanheira da Silva2José Robson Maia3Wagner Ferreira da Silva4Daniel Girardi5Physics Institute, University of Brasilia, Brasilia, BrazilFederal Institute of Rio de Janeiro, Volta Redonda, BrazilCenter for Biological and Natural Sciences, Federal University of Acre, Rio Branco, BrazilScience and Technology Center, Federal University of Ceara, Fortaleza, BrazilPhysics Institute, Federal University of Alagoas, Maceió, BrazilDepartment of Exact Science and Education, Federal University of Santa Catarina, Blumenau, BrazilThis study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction.https://www.frontiersin.org/articles/10.3389/feduc.2024.1321547/fullChatGPTK-12 teachersscience educationassessment methodsteaching and learning |
| spellingShingle | Fábio Ferreira Monteiro Paulo Victor Santos Souza Marcelo Castanheira da Silva José Robson Maia Wagner Ferreira da Silva Daniel Girardi ChatGPT in Brazilian K-12 science education Frontiers in Education ChatGPT K-12 teachers science education assessment methods teaching and learning |
| title | ChatGPT in Brazilian K-12 science education |
| title_full | ChatGPT in Brazilian K-12 science education |
| title_fullStr | ChatGPT in Brazilian K-12 science education |
| title_full_unstemmed | ChatGPT in Brazilian K-12 science education |
| title_short | ChatGPT in Brazilian K-12 science education |
| title_sort | chatgpt in brazilian k 12 science education |
| topic | ChatGPT K-12 teachers science education assessment methods teaching and learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1321547/full |
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