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Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education

Author

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  • Konstantinos T. Kotsis

    (Lab of Physics Education and Teaching, Department of Primary Education, University of Ioannina, Greece)

Abstract

The integration of ChatGPT into an inquiry-based science curriculum for elementary school is investigated in this paper with an eye on increasing student involvement and learning results. Artificial intelligence-driven tools will help teachers enable individualized learning opportunities that foster young students’ critical thinking and curiosity. The study emphasizes the need for a solid basis in scientific education since it develops critical thinking and problem-solving abilities necessary to negotiate the natural world’s complexity. It also tackles the difficulties of using inquiry-based learning, including the pressure of standardized testing and the necessity of professional growth to provide instructors with successful approaches. The research concludes that including artificial intelligence in the classroom prepares students for a technologically driven future. It calls for careful evaluation of ethical consequences and thorough educator training to optimize its possible value. This research prepares the stage for following investigations on AI integration in different educational environments, possibly changing accepted teaching strategies.

Suggested Citation

  • Konstantinos T. Kotsis, 2024. "Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education," European Journal of Education and Pedagogy, European Open Science, vol. 5(6), pages 28-34, October.
    • Handle: RePEc:epw:ejedu0:v:5:y:2024:i:6:id:30891
    DOI: 10.24018/ejedu.2024.5.6.891
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