Publication details
The use of generative AI in STEM education to develop scientific literacy and critical thinking
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | The article discusses the possibilities of using generative artificial intelligence in STEM education with the aim of developing students' scientific literacy and critical thinking. It is based on the principles of the revised Bloom's taxonomy, which serves as a tool for formulating educational goals, planning activities and evaluating learning outcomes. It focuses on how teachers can effectively use AI to create learning tasks of varying cognitive difficulty, from memorising facts to creative problem solving. The paper presents generated learning tasks from ChatGPT based on two different system prompts, one for generating learning tasks according to D. Tollingerova 's taxonomy and the other for generating learning tasks according to B. Niemierko's taxonomy. The generated tasks are evaluated according to three criteria (support of creativity and innovation, development of argumentation and defence of opinions, involvement of digital and modern technologies) and from the point of view of applicability in educational practice. The analysis shows differences in the quality of responses, highlights the limitations of current AI tools, and emphasises the need for human supervision when using them in education. |
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