Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence
G. Cooper
The advent of generative artificial intelligence (AI) offers transformative potential in the field of education. The study explores three main areas: (1) How did ChatGPT answer questions related to science education? (2) What are some ways educators could utilise ChatGPT in their science pedagogy? and (3) How has ChatGPT been utilised in this study, and what are my reflections about its use as a research tool? This exploratory research applies a self-study methodology to investigate the technology. Impressively, ChatGPT’s output often aligned with key themes in the research. However, as it currently stands, ChatGPT runs the risk of positioning itself as the ultimate epistemic authority, where a single truth is assumed without a proper grounding in evidence or presented with sufficient qualifications. Key ethical concerns associated with AI include its potential environmental impact, issues related to content moderation, and the risk of copyright infringement. It is important for educators to model responsible use of ChatGPT, prioritise critical thinking, and be clear about expectations. ChatGPT is likely to be a useful tool for educators designing science units, rubrics, and quizzes. Educators should critically evaluate any AI-generated resource and adapt it to their specific teaching contexts. ChatGPT was used as a research tool for assistance with editing and to experiment with making the research narrative clearer. The intention of the paper is to act as a catalyst for a broader conversation about the use of generative AI in science education.
Implications for educational practice of the science of learning and development
L. Darling-Hammond, Lisa Flook, Channa M. Cook-Harvey
et al.
Abstract This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
2254 sitasi
en
Psychology
A New Kind of Science
Raymond Kurzweil
nationwide data set of losses from 1975 to 1998 was compiled to assess the trends. Temporal patterns of deaths and injuries, monetary damages, and—in some cases—the number of events are systematically examined by year in chapter 5, and the authors undertake a systematic spatial assessment of the statewide totals in chapter 6. Explanations for some of the patterns are offered, particularly for the most significant disasters and for the states with most events or the greatest losses. Further refinement and evaluation of patterns of economic losses and death are undertaken by normalizing losses by population, land area, and gross domestic product (GDP). The authors advance the discussion from simple descriptions of loss patterns to explanations of the patterns of disaster-loss burden, and some surprises emerge from the arithmetic. For instance, North Dakota, Iowa, andMississippi not only suffered the greatest monetary losses per capita during the period, but also suffered the greatest losses of property and crops compared to their state GDP!For afinal analysis, the authors created an overall hazard score (averaged proportion of the states’ contributions to the national totals of events, deaths, and damages) and used it to rank the states. Using this ranking, states were assigned to categories of ‘‘proneness,’’ from highest (Florida, Texas, andCalifornia) to lowest (Rhode Island, Delaware, Alaska and other small or lightly populated states). The conclusion we are to draw is that the amount of loss a state has experienced indicates its disaster proneness. Finally, ‘‘Charting a Course for theNext Two Decades’’ by Cutter describes what is needed to produce the models and data appropriate for mitigation and planning assessments. In order for an effective assessment of events and losses to occur, progress is required in several areas: development of vulnerability science, the creation of a national hazard events and losses database, and the establishment of a national loss inventory and events clearinghouse. To do so, Cutter argues, we need to rethink thewaywe monitor, assess, andmanage our vulnerabilities. She briefly describes the shifts needed in data gathering and provision, sustainability and distributive justice, strategic planning, research funding, and societal awareness of issues that influence the prospects for disaster. While American Hazardscapes is intended to provide a broadunderstanding of the geography of loss due to hazards in the United States, it suffers from its openly acknowledged limitations. Though criticizing the quality of currently available data, the authors use those data to indicate the prospects for future disasters. The elimination of extreme events is no longer believed tobe the key loss reduction. Instead,we must identify and avoid places too dynamic for permanent occupation and adjust to the inevitable events in ways that limit prospects for loss. Mitigation must address the vulnerabilities that cause greater exposure and profound upset of our social systems and create more complex catastrophes. The data employed in this assessment describe (however imperfectly) the losses suffered over two and a half decades. The largest disasters overwhelm the patterns of loss in their analysis. The authors imply, based on proneness rankings, that those who lost the most are the most prone to loss. But in reality, losses are byproducts of the interplay of two dynamic geographies: the pattern of extreme events and the pattern of human use of the landscape. The former is often poorly understood, may not behave consistently, andmay operate on greater than twenty-five-year cycles. The latter may change so rapidly that it surpasses our capacity to measure it and map it, and postdisaster land use and human perception may be radically changed. These geographies were outside the scope of this book, however, and given new homeland security efforts and reorganization of the Federal Emergency Management Agency, the past is an even poorer indicator of the future.
3672 sitasi
en
Computer Science