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Abstract
ChatGPT, a generative AI platform, provides additional options for students to participate in science and engineering practices during engineering design challenges. We present practical strategies for utilizing ChatGPT as a tool to actively involve students in achieving three science and engineering practices outcomes. They are: asking questions and defining problems, planning and carrying out investigations, and analyzing and interpreting data. Students can use closed- and open-ended questions in ChatGPT to engage in the “asking questions and defining problems” outcome. For example, the on-demand dialogue can explain the problem and its phenomena, offering improved accessibility of content. We provide sample sentence starters to guide students in formulating questions by outcome. ChatGPT also supports the “planning and carrying out investigations” outcome. It extends opportunities to brainstorm possible experiments and to showcase potential outcomes from these hypothetical experiments. Finally, ChatGPT reveals new possibilities in the “analyzing and interpreting data” outcome. It can analyze data quantitatively and qualitatively and offer suggestions following data analysis. You can elevate your students to new “bytes” by generating new opportunities during engineering design challenges through ChatGPT!
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Andrew Kipp
Dr. Andrew Kipp ([email protected]) is a clinical assistant professor in STEM education and is the program lead for the Master of Education in Curriculum and Instruction: Emphasis in STEM program at Texas A&M University. In this position, he dedicates his efforts in teaching and research to advancing STEM education and contributing to school improvement. Prior to Texas A&M, he taught high school chemistry at Gardner Edgerton High School in Gardner, Kansas.
Nathan Hawk
Dr. Nathan Hawk is a clinical assistant professor in STEM education with a focus on educational technology at Texas A&M University. He is the course lead for the undergraduate required course Technology in Classrooms. He conducts teaching and research related to how preservice and in-service teachers use technology for teaching and learning in K-12 contexts. Prior to his current appointment, he was a high school mathematics teacher for over 15 years across several charter schools in Ohio.
Gustavo Perez
Dr. Gustavo Perez is a clinical assistant professor in STEM education and holds the position of lead faculty for the Middle Grades 4-8 Math/Science Education program at Texas A&M University’s Higher Education Center in McAllen, located in McAllen, Texas. His role is split between teaching, program service, and research to advance the scholarship and higher education participation of underserved student groups in STEM education. Previously, he served 14 years as a STEM education specialist with the Region One Education Service Center in Edinburg, Texas.