Pub Date : 2024-05-01DOI: 10.1088/1361-6552/ad3cad
Fabio Llorella, José Antonio Cebrián, Alberto Corbi, Antonio María Pérez
Two-dimensional computer and tablet PC physics simulations have proved to be effective in helping students understand the fundamental principles of physics and related natural processes. However, the current approach to using these simulations tends to follow a repetitive cognitive and procedural pathway, regardless of the specific physical concepts being explored or software environment being used. This approach involves manipulating the simulation interface and collecting data through interaction with controls, widgets, or other contextual elements. Students then attempt to determine how these experimental measurements align with established laws, interactions, or mechanisms, as the teacher might have previously explained. We believe that this approach, while appropriate for education, obscures scientific processes, mainly related to the hypothetico-deductive model. To address this issue, we have developed a simple and adaptable computer environment that makes use of genetic algorithms (GAs) and symbolic regression to derive many of the basic laws of nature from the data collected by students using the popular physics education technology (PhET) simulations environment. Our proposal enables learners to observe how the order and relationships of mathematical tokens are routinely refined as new data points are added to the simulation setting. This iterative distillation technique can also be augmented with the interplay of dimensional analysis. In contrast with other more sophisticated artificial intelligence patterns, GA fit into the realm of grey box machine learning models. These type of evolutionary algorithms achieve the sought results by evolving mathematical models on each stage in an understandable way, which mimics the way scientific breakthroughs are accomplished (over the course of generations of researchers and based of prior knowledge). By implementing this innovative approach, we can provide students with a more authentic empirical experience that fosters a deeper understanding of the principles of science and scientific discovery. Field tests with students supporting this claim have also been carried out.
{"title":"Fostering scientific methods in simulations through symbolic regressions","authors":"Fabio Llorella, José Antonio Cebrián, Alberto Corbi, Antonio María Pérez","doi":"10.1088/1361-6552/ad3cad","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3cad","url":null,"abstract":"Two-dimensional computer and tablet PC physics simulations have proved to be effective in helping students understand the fundamental principles of physics and related natural processes. However, the current approach to using these simulations tends to follow a repetitive cognitive and procedural pathway, regardless of the specific physical concepts being explored or software environment being used. This approach involves manipulating the simulation interface and collecting data through interaction with controls, widgets, or other contextual elements. Students then attempt to determine how these experimental measurements align with established laws, interactions, or mechanisms, as the teacher might have previously explained. We believe that this approach, while appropriate for education, obscures scientific processes, mainly related to the hypothetico-deductive model. To address this issue, we have developed a simple and adaptable computer environment that makes use of genetic algorithms (GAs) and symbolic regression to derive many of the basic laws of nature from the data collected by students using the popular physics education technology (PhET) simulations environment. Our proposal enables learners to observe how the order and relationships of mathematical tokens are routinely refined as new data points are added to the simulation setting. This iterative distillation technique can also be augmented with the interplay of dimensional analysis. In contrast with other more sophisticated artificial intelligence patterns, GA fit into the realm of grey box machine learning models. These type of evolutionary algorithms achieve the sought results by evolving mathematical models on each stage in an understandable way, which mimics the way scientific breakthroughs are accomplished (over the course of generations of researchers and based of prior knowledge). By implementing this innovative approach, we can provide students with a more authentic empirical experience that fosters a deeper understanding of the principles of science and scientific discovery. Field tests with students supporting this claim have also been carried out.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1088/1361-6552/ad40ee
Nathalie Wolke, Daniel Laumann, Yvonne Webersen
The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: ‘STEAM design’ and ‘STEAM explanation’. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.
{"title":"Interdisciplinary approaches between physics and art using the example of optical experiments and artistic light installations","authors":"Nathalie Wolke, Daniel Laumann, Yvonne Webersen","doi":"10.1088/1361-6552/ad40ee","DOIUrl":"https://doi.org/10.1088/1361-6552/ad40ee","url":null,"abstract":"The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: ‘STEAM design’ and ‘STEAM explanation’. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the presence and utilisation of inquiry-based activities in astronomy education within secondary science and physics classrooms. Employing document analysis, surveys, classroom observations, and interviews, the study comprehensively assesses the nature of inquiry activities, teachers’ experiences, integration of astronomy into curriculum, resources availability and science teachers’ perceived proficiency in astronomical observation skills. Findings from 50 secondary science and senior high physics teachers reveal coverage of the Solar System and Earth–Moon–Sun motion in secondary science, and integration of astronomy concepts like universal gravitation and Kepler’s laws into physics classrooms. However, inquiry-based astronomy teaching is limited, with only 10% of educators feeling proficient in telescope use and low adoption of virtual laboratories and simulations. The study underscores the necessity for adaptive inquiry-based activities in astronomy education to enhance science and physics classrooms, proposing direct and indirect celestial object observation, virtual inquiries, and hands-on simulations to bridge skill gaps and resource utilisation shortcomings, thus enriching astronomy education at the secondary level.
{"title":"Inquiry-based astronomy in West Java secondary schools","authors":"Lia Laela Sarah, Aria Permana Judistira, Andi Suhandi, Nuryani Rustaman, Asep Kadarohman","doi":"10.1088/1361-6552/ad3da7","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3da7","url":null,"abstract":"This study investigates the presence and utilisation of inquiry-based activities in astronomy education within secondary science and physics classrooms. Employing document analysis, surveys, classroom observations, and interviews, the study comprehensively assesses the nature of inquiry activities, teachers’ experiences, integration of astronomy into curriculum, resources availability and science teachers’ perceived proficiency in astronomical observation skills. Findings from 50 secondary science and senior high physics teachers reveal coverage of the Solar System and Earth–Moon–Sun motion in secondary science, and integration of astronomy concepts like universal gravitation and Kepler’s laws into physics classrooms. However, inquiry-based astronomy teaching is limited, with only 10% of educators feeling proficient in telescope use and low adoption of virtual laboratories and simulations. The study underscores the necessity for adaptive inquiry-based activities in astronomy education to enhance science and physics classrooms, proposing direct and indirect celestial object observation, virtual inquiries, and hands-on simulations to bridge skill gaps and resource utilisation shortcomings, thus enriching astronomy education at the secondary level.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3da8
Ives Torriente-García, Francisco M Muñoz-Pérez, Juan C Castro-Palacio and Juan A Monsoriu
The measured voltage at the inductor in an RLC series circuit connected to a sinusoidal electromotive force depends on the current and the impedance. The latter does not only include the inductive reactance only but also the ohmic resistance of the inductor. This fact has a clear consequence on the result of the measurement as the measured voltage at the inductor is not in counterphase with the measured voltage at the capacitance as shown in theory where ideal inductors are usually considered. In this work, the resistance of a coil in an RLC circuit is obtained from the direct measurements of the phase of the voltage at the coil at resonance and the resonant frequency for different values of capacitance. This value is compared with the resistance of the coil determined directly with an ohmmeter. The agreement between both values is very good. The conventional signal generator has been replaced by a smartphone which is a very familiar device for the students. The smartphone can provide the necessary voltage supply for the experiment to be carried out successfully.
{"title":"The internal resistance of a non-ideal inductor in an RLC series circuit at resonance","authors":"Ives Torriente-García, Francisco M Muñoz-Pérez, Juan C Castro-Palacio and Juan A Monsoriu","doi":"10.1088/1361-6552/ad3da8","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3da8","url":null,"abstract":"The measured voltage at the inductor in an RLC series circuit connected to a sinusoidal electromotive force depends on the current and the impedance. The latter does not only include the inductive reactance only but also the ohmic resistance of the inductor. This fact has a clear consequence on the result of the measurement as the measured voltage at the inductor is not in counterphase with the measured voltage at the capacitance as shown in theory where ideal inductors are usually considered. In this work, the resistance of a coil in an RLC circuit is obtained from the direct measurements of the phase of the voltage at the coil at resonance and the resonant frequency for different values of capacitance. This value is compared with the resistance of the coil determined directly with an ohmmeter. The agreement between both values is very good. The conventional signal generator has been replaced by a smartphone which is a very familiar device for the students. The smartphone can provide the necessary voltage supply for the experiment to be carried out successfully.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3d1f
Jorge Pinochet
One of the great mysteries of contemporary science is dark matter, an exotic substance of unknown nature that, in theory, makes up about 27% of the total mass-energy density of the Universe, and which does not appear to emit, absorb, or reflect any kind of light, meaning that it is invisible and can only be detected through its gravitational effects on objects around it. Dark matter is a frontier topic, involving highly complex subjects that usually exceed the training of a physics teacher. Given this difficulty, the aim of this paper is to shed some light on dark matter, and to offer a broad, up-to-date introduction that is mainly directed at physics teachers in training and in practice. Due to the breadth of the subject, the article has been divided into two parts. In Part I, we deal with general concepts, which serve as an introduction to the more specific topics analysed in Part II.
{"title":"Illuminating dark matter: I. A guide for physics teachers","authors":"Jorge Pinochet","doi":"10.1088/1361-6552/ad3d1f","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3d1f","url":null,"abstract":"One of the great mysteries of contemporary science is dark matter, an exotic substance of unknown nature that, in theory, makes up about 27% of the total mass-energy density of the Universe, and which does not appear to emit, absorb, or reflect any kind of light, meaning that it is invisible and can only be detected through its gravitational effects on objects around it. Dark matter is a frontier topic, involving highly complex subjects that usually exceed the training of a physics teacher. Given this difficulty, the aim of this paper is to shed some light on dark matter, and to offer a broad, up-to-date introduction that is mainly directed at physics teachers in training and in practice. Due to the breadth of the subject, the article has been divided into two parts. In Part I, we deal with general concepts, which serve as an introduction to the more specific topics analysed in Part II.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3ed7
Rawand H Abdullah
In this study, we explore novel approaches to determining the index of refraction for various mediums by leveraging virtual images. We introduce a simplified yet effective method that utilizes apparent object positions resulting from light bending in a medium. Our focus lies in measuring the refractive index of liquids without the need for a microscope, emphasizing the measurement of real and apparent depths through the coincidence of virtual and apparent images. Comparative analysis with established techniques reveals the precision of our results, with accurate determinations of object and image positions. Through the collection and graphing of paired data, we calculate the refractive indices of water, vegetable oil, and ethanol. Our findings underscore the significance of this scientific methodology, offering time-efficient, implementable, and easily comprehensible procedures. We posit that this study holds promise for educational applications at various levels. Moreover, we propose extending our methodology to transparent solid materials, thereby broadening its potential applications.
{"title":"Refractive index measurement using virtual—apparent image coincidence approach","authors":"Rawand H Abdullah","doi":"10.1088/1361-6552/ad3ed7","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3ed7","url":null,"abstract":"In this study, we explore novel approaches to determining the index of refraction for various mediums by leveraging virtual images. We introduce a simplified yet effective method that utilizes apparent object positions resulting from light bending in a medium. Our focus lies in measuring the refractive index of liquids without the need for a microscope, emphasizing the measurement of real and apparent depths through the coincidence of virtual and apparent images. Comparative analysis with established techniques reveals the precision of our results, with accurate determinations of object and image positions. Through the collection and graphing of paired data, we calculate the refractive indices of water, vegetable oil, and ethanol. Our findings underscore the significance of this scientific methodology, offering time-efficient, implementable, and easily comprehensible procedures. We posit that this study holds promise for educational applications at various levels. Moreover, we propose extending our methodology to transparent solid materials, thereby broadening its potential applications.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3c89
Marcelo Dumas Hahn, Paulo Simeão Carvalho and Frederico Alan de Oliveira Cruz
Teaching the colour of stars is not as trivial as one might think. It can be challenging for students to grasp that the colour of stars follows a temperature sequence. This paper introduces a simple experimental setup for instructing the correlation between a star’s colour and its temperature. Furthermore, the experimental setup facilitates the exploration of the topic of colour addition, demonstrating to students how to replicate the colour of a star—a spectrum colour—by employing an RGB LED that emits only primary colours (red, green, and blue). The experiment utilised an Arduino microcontroller board in conjunction with RGB LEDs and an LCD display. The activity was conducted with 53 7th-grade students from a private school in Portugal results suggest a positive reception, indicating success in both motivational and cognitive aspects. The overall outcomes underscore the effectiveness of the activity in imparting new knowledge to students.
教授恒星的颜色并不像人们想象的那样简单。要让学生掌握恒星的颜色是按照温度顺序排列的，可能很有难度。本文介绍了一个简单的实验装置，用于指导学生理解恒星的颜色与其温度之间的相关性。此外，该实验装置还有助于探索颜色加法这一主题，向学生演示如何通过使用只发出三原色（红、绿、蓝）的 RGB LED 来复制恒星的颜色--光谱颜色。实验使用了 Arduino 微控制器板、RGB LED 和 LCD 显示屏。葡萄牙一所私立学校的 53 名七年级学生参加了这项活动。结果表明，学生们对这项活动反应积极，在动机和认知方面都取得了成功。总体结果凸显了该活动在向学生传授新知识方面的有效性。
{"title":"Colour and temperature of the stars: a demonstration using Arduino","authors":"Marcelo Dumas Hahn, Paulo Simeão Carvalho and Frederico Alan de Oliveira Cruz","doi":"10.1088/1361-6552/ad3c89","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3c89","url":null,"abstract":"Teaching the colour of stars is not as trivial as one might think. It can be challenging for students to grasp that the colour of stars follows a temperature sequence. This paper introduces a simple experimental setup for instructing the correlation between a star’s colour and its temperature. Furthermore, the experimental setup facilitates the exploration of the topic of colour addition, demonstrating to students how to replicate the colour of a star—a spectrum colour—by employing an RGB LED that emits only primary colours (red, green, and blue). The experiment utilised an Arduino microcontroller board in conjunction with RGB LEDs and an LCD display. The activity was conducted with 53 7th-grade students from a private school in Portugal results suggest a positive reception, indicating success in both motivational and cognitive aspects. The overall outcomes underscore the effectiveness of the activity in imparting new knowledge to students.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad353d
Fabian Hennig, Kristóf Tóth, Moritz Förster and Philipp Bitzenbauer
This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students’ abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.
{"title":"A new teaching-learning sequence to promote secondary school students’ learning of quantum physics using Dirac notation","authors":"Fabian Hennig, Kristóf Tóth, Moritz Förster and Philipp Bitzenbauer","doi":"10.1088/1361-6552/ad353d","DOIUrl":"https://doi.org/10.1088/1361-6552/ad353d","url":null,"abstract":"This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students’ abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3605
Jorge Pinochet
Dark matter is one of the great mysteries of contemporary science. In the first part of this work, we covered some general concepts that will serve as an introduction to the more specific topics analysed in this second part, such as the hypothetical particles that could constitute dark matter, and the experiments and detection techniques that have been implemented.
{"title":"Illuminating dark matter: II. A guide for physics teachers","authors":"Jorge Pinochet","doi":"10.1088/1361-6552/ad3605","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3605","url":null,"abstract":"Dark matter is one of the great mysteries of contemporary science. In the first part of this work, we covered some general concepts that will serve as an introduction to the more specific topics analysed in this second part, such as the hypothetical particles that could constitute dark matter, and the experiments and detection techniques that have been implemented.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1088/1361-6552/ad3d21
Bor Gregorcic, Giulia Polverini and Andreja Sarlah
In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper ‘ChatGPT and the frustrated Socrates’ by re-examining ChatGPT’s ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot’s ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.
{"title":"ChatGPT as a tool for honing teachers’ Socratic dialogue skills","authors":"Bor Gregorcic, Giulia Polverini and Andreja Sarlah","doi":"10.1088/1361-6552/ad3d21","DOIUrl":"https://doi.org/10.1088/1361-6552/ad3d21","url":null,"abstract":"In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper ‘ChatGPT and the frustrated Socrates’ by re-examining ChatGPT’s ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot’s ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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