The main goal of this study was to examine the efficacy of ChatGPT in developing science education preservice teachers' writing skills from their perspective.
Methods: The study employed a mixed-method research design with an experimental approach. It involved 58 preservice teachers divided into two groups - one using ChatGPT and another using critical digital literacy approaches for writing instruction over 14 weeks. Data was collected through post-tests and interviews.
Key Findings:
- Students taught writing skills using critical digital literacy approaches outperformed those who used ChatGPT.
- ChatGPT was perceived by some students as an intelligent personal assistant that boosted their confidence.
- However, ChatGPT also encouraged a laissez-faire attitude toward learning in some students.
- Many students reported that ChatGPT did not significantly improve their writing skills.
Implications: The study suggests that educators should carefully consider the integration of generative AI tools like ChatGPT in writing instruction. It highlights the potential benefits of critical digital literacy approaches in developing writing skills.
Limitations: The study had a relatively small sample size, which may limit the generalizability of the findings.
Future Directions: The authors suggest future studies with larger sample sizes and investigations in other domains and disciplines. They also recommend focusing on specific aspects of lessons where generative AI can be integrated effectively.
Title and Authors: "The Efficacy of Generative Artificial Intelligence in Developing Science Education Preservice Teachers' Writing Skills: An Experimental Approach" by ZanPeng Li and Chinaza Solomon Ironsi.
Published On: Accepted on 8 August 2024
Published By: Journal of Science Education and Technology