Yapay zekâ desteğiyle kimyada kişiselleştirilmiş öğrenme: deneyim, analiz ve öneriler
DOI:
https://doi.org/10.47526/3107-3123.411Anahtar Kelimeler:
yapay zekâ, kimya eğitimi, dijital teknoloji, kişiselleştirilmiş öğrenme, ChatGPT, kimya öğretimi, yapay sinir ağı.Özet
Modern kimya eğitimi, hızla gelişen dijital teknolojilere uyum sağlama zorunluluğu ile karşı karşıyadır. Bu konuda en umut verici yollardan biri yapay zeka (AI) araçlarının akademik sürece entegrasyonudur. Bu makale, kimya eğitiminde yapay zekanın üçüncül düzeyde kullanımıyla ilişkili fırsatları ve kısıtlamaları incelemektedir. Karmaşık kavramları açıklamak, problemleri çözmek, kimyasal süreçleri modellemek ve kişiselleştirilmiş öğrenme yolları oluşturmak için sinir ağlarının ve akıllı platformların (ChatGPT, Copilot, ChemAI ve diğerleri dahil) uygulamalarını ele almaktadır. M. Auezov Güney Kazakistan Araştırma Üniversitesi'nde (deney ve kontrol grupları) 63 kimya öğrencisi ile yapılan pedagojik bir deneyden yola çıkarak, çalışma, yapay zeka araçlarının (ChatGPT, ChemAİ, WolframAlpha) kullanımını takiben akademik performansta istatistiksel olarak anlamlı (p <0.01) 10.4 puan iyileşme olduğunu ortaya koymaktadır. Hem öğrencilerden hem de öğretim üyelerinden toplanan anket verileri, eğitimde yapay zekayı çevreleyen temel eğilimleri, engelleri ve beklentileri belirlemek için analiz edildi. Bulgular, dijital araçlara yüksek düzeyde ilgi gösterirken, aynı zamanda eleştirel düşüncenin potansiyel erozyonu, teknolojik bağımlılık ve akademik bütünlüğün tehlikeye girmesiyle ilgili endişelerin altını çiziyor. Makale, yapay zekanın kimya eğitimine etkili ve etik temellere dayalı entegrasyonu için öneriler sunmakta ve dijital dönüşüm ortamında kimya öğretiminin kalitesini ve erişilebilirliğini artırmayı hedefleyen gelecekteki araştırmalar için yönelimleri belirlemektedir.
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