Exploring the Integration of ChatGPT in Inquiry-based Learning: Teacher Perspectives

Authors

DOI:

https://doi.org/10.46328/ijte.638

Keywords:

Artificial intelligence, ChatGPT, Inquiry-based, Science education

Abstract

ChatGPT, an AI-powered service known for its effective delivery of information and solutions, has the potential to transform education, scientific problem-solving, and student learning. However, to fully harness its advantages, understanding the pedagogical approach needed is essential. This study explores teachers' awareness of ChatGPT and the inquiry-based learning (IBL) 5E model, examines ChatGPT's effective use within IBL, and investigates teachers' perceptions and experiences when integrating ChatGPT into the IBL framework. Employing an exploratory qualitative approach, this research gains insight into teachers' perspectives on ChatGPT's integration into IBL. The study involves two distinct focus groups comprising Junior Secondary School (JSS) and Senior Secondary School (SSS) science teachers in Nigeria.  The findings highlight that while some teachers have actively integrated ChatGPT into the IBL 5E model and are already experiencing its benefits, others are at varying stages of awareness and adoption. The interest and curiosity expressed by some teachers suggest a potential for broader adoption as educators become more familiar with ChatGPT's capabilities within the context of IBL. This aligns with the idea that technology integration often involves a phased approach, with early adopters paving the way for broader usage.

Author Biographies

Victoria Olubola Adeyele, Department of Science and Technology Education, University of Johannesburg, Johannesburg, South Africa

Victoria Olubola Adeyele is a postdoctoral fellow at the Department of Science and Technology Education, Faculty of Education, University of Johannesburg, South Africa. With a Ph.D. in Early Childhood Development, her specialization revolves around early childhood education and children in science. Her achievements include winning a distinguished academic scholarship, a research grant, and publishing in reputable journals.

Umesh Ramnarain, Department of Science and Technology Education, University of Johannesburg, Johannesburg, South Africa

Umesh Ramnarain is the Head of the Department of Science and Technology Education, Faculty of Education, University of Johannesburg. He holds the position of professor in Science Education and is recognized as an NRF-rated researcher. His extensive publication record encompasses various topics within the field of inquiry-based learning and the nature of science.

References

Adeyele, V.O. & Ramnarain, U. (2024). Exploring the integration of ChatGPT in inquiry-based learning: Teacher perspectives. International Journal of Technology in Education (IJTE), 7(2), 200-217. https://doi.org/10.46328/ijte.638

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Published

2024-03-30

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Section

Articles