Educational Approach of Special Relativity using a custom GPT as a teaching assistant
Article Sidebar
Main Article Content
Abstract
Generative Artificial Intelligence (GenAI) has emerged as a valuable assistant in education. Many GenAI tools have been designed to aid teachers in offering personalized learning to their students, tailored to their educational needs and difficulties. In this paper we present a custom Open AI’s GPT (IBL Educator GPT) that is designed and developed based on Inquiry based Learning and offers teachers a framework in which they can interact with ChatGPT and design educational strategies regarding Special relativity. To evaluate this tool via questionnaire that measures physics teachers’ beliefs concerning the adoption of AI tools in the classroom The utilization of the IBL Educator GPT has led to the improvement in teachers’ perspectives regarding the adoption of artificial intelligence-based tools for personalizing teaching.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Alstein, P., Krijtenburg-Lewerissa, K., & Van Joolingen, W. R. (2021). Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review. Physical Review Physics Education Research, 17(2), 023101. https://doi.org/10.1103/PhysRevPhysEducRes.17.023101
Arriassecq, I., & Greca, I. M. (2012). A teaching–learning sequence for the special relativity theory at high school level historically and epistemologically contextualized. Science & Education, 21, 827-851. https://doi.org/10.1007/s11191-010-9231-5
Aryadoust, V., Zakaria, A., & Jia, Y. (2024). Investigating the affordances of OpenAI’s large language model in developing listening assessments. Computers and Education: Artificial Intelligence, 6, 100204. https://doi.org/10.1016/j.caeai.2024.100204
Aslanides, J. S., & Savage, C. M. (2013). Relativity concept inventory: Development, analysis, and results. Physical Review Special Topics – Physics Education Research, 9(1), 010118. https://doi.org/10.1103/PhysRevSTPER.9.010118
Belloni, M., Christian, W., & Dancy, M. H. (2004). Teaching special relativity using Physlets®. The Physics Teacher, 42(5), 284-290. https://doi.org/10.1119/1.1737961
Braun, E., Gusy, B., Leidner, B., & Hannover, B. (2008). Das Berliner Evaluationsinstrument für selbsteingeschätzte, studentische Kompetenzen (BEvaKomp). Diagnostica, 54(1), 30-42. https://doi.org/10.1080/02602938.2010.534762
Carr, D., & Bossomaier, T. (2011). Relativity in a rock field: A study of physics learning with a computer game. Australasian Journal of Educational Technology, 27(6). https://doi.org/10.14742/ajet.928
Chiu, T. K., Ahmad, Z., & Çoban, M. (2024). Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale. Education and Information Technologies, 1-19. https://doi.org/10.1007/s10639-024-13094-z
Dimitriadi, K., & Halkia, K. (2012). Secondary students’ understanding of basic ideas of special relativity. International Journal of Science Education, 34(16), 2565-2582. 10.1080/09500693.2012.718099
Einstein, A. (1905). On the electrodynamics of moving bodies. Annalen der Physik, 17, 891-921. https://www.fourmilab.ch/etexts/einstein/specrel/specrel.pdf
Gousopoulos, D., Kapotis, E., & Kalkanis, G. (2023). Students’ difficulties in understanding the basic principles of relativity after standard instruction. arXiv preprint arXiv:2311.09914. https://arxiv.org/abs/2311.09914
Guisasola, J., Solbes, J., Barragues, J. I., Morentin, M., & Moreno, A. (2009). Students’ understanding of the special theory of relativity and design for a guided visit to a science museum. International Journal of Science Education, 31(15), 2085-2104. https://doi.org/10.1080/09500690802380698
Horwitz, P., & Barowy, B. (1994). Designing and using open-ended software to promote conceptual change. Journal of Science Education and Technology, 3, 161-185. https://doi.org/10.1007/BF01575899
Kortemeyer, G. (2019). Game development for teaching physics. Journal of Physics: Conference Series, 1286, 012048. https://doi.org/10.1088/1742-6596/1286/1/012048
McGrath, D., Wegener, M., McIntyre, T. J., Savage, C., & Williamson, M. (2010). Student experiences of virtual reality: A case study in learning special relativity. arXiv:0911.0226. https://doi.org/10.48550/arXiv.0911.0226
Panse, S., Ramadas, J., & Kumar, A. (1994). Alternative conceptions in Galilean relativity: frames of reference. International Journal of Science Education, 16(1), 63–82. https://doi.org/10.1080/0950069940160105
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Ramadas, J., Barve, S., & Kumar, A. (1996). Alternative conceptions in Galilean relativity: inertial and non‐inertial observers. International Journal of Science Education, 18(5), 615–629. https://doi.org/10.1080/0950069960180509
Scherr, R. E., Shaffer, P. S., & Vokos, S. (2001). Student understanding of time in special relativity: Simultaneity and reference frames. American Journal of Physics, 69(S1), S24-S35. https://doi.org/10.1119/1.1371254
Selçuk, G. S. (2010). Addressing pre-service teachers’ understandings and difficulties with some core concepts in the special theory of relativity. European Journal of Physics, 32(1), 1. https://doi.org/10.1088/0143-0807/32/1/001
Sherin, Z., Tan, P., Fairweather, H., & Kortemeyer, G. (2017). “Einstein’s playground”: an interactive planetarium show on special rela-tivity. The Physics Teacher, 55(9), 550-554. https://doi.org/10.1119/1.5011832
Tanel, Z. (2013). Student difficulties in solving problems concerning special relativity and possible reasons for these difficulties. Journal of Baltic Science Education, 13(4), 573-582. https://doi.org/10.33225/jbse/14.13.573
Velentzas, A., & Halkia, K. (2011). The ‘Heisenberg’s Microscope’ as an example of using thought experiments in teaching physics theories to students of the upper secondary school. Research in Science Education, 41, 525-539. https://doi.org/10.1007/s11165-010-9178-1
Villani, A., & Pacca, J. L. A. (1987). Students’ spontaneous ideas about the speed of light. International Journal of Science Education, 9(1), 55–66. https://doi.org/10.1080/0950069870090107
Villani, A., & Pacca, J. L. A. (1990). Spontaneous reasoning of graduate students. International Journal of Science Education, 12(5), 589–600. https://doi.org/10.1080/0950069900120510