ChatGPT as Teacher Assistant for Physics Teaching

Main Article Content

Konstantinos T. Kotsis
https://orcid.org/0000-0003-1548-0134

Abstract

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support.

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How to Cite
Kotsis, K. T. (2024). ChatGPT as Teacher Assistant for Physics Teaching. EIKI Journal of Effective Teaching Methods, 2(4). https://doi.org/10.59652/jetm.v2i4.283
Section
Opinion Articles
Author Biography

Konstantinos T. Kotsis, University of Ioannina, Greece

Konstantinos T. Kotsis was born in Athens in 1959. He studied Physics at the Aristotle University of Thessaloniki, Greece. In 1985, he was an assistant researcher at the Polytechnic Institute of New York University, Brooklyn Campus. In 1987, he got a PhD in X-ray Physics in the Physics Department at the University of Ioannina, Greece. From September 1981 to September 2000, he served as a Lecturer and Assistant Professor specializing in Solid State Physics and X-ray Diffraction at the Physics department of the University of Ioannina. Since 2000, he has served as a Faculty Member (Assistant Professor and Associate Professor) at the Department of Primary Education at the University of Ioannina. Since 2012, he has been a full Professor specializing in the Didactics of Physics and Teachers Education. He has much experience teaching in many University Departments, such as Physics, Chemistry, Informatics, Biological Applications and Technology, and Primary Education at the University of Ioannina and Aristotle University of Thessaloniki, Greece. He has published six books and three monographs. He participated in many conferences in Greece and abroad. His articles have been published in scientific International and Greek journals.       

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