Students’ Holistic Reading of Socio-Scientific Texts on Climate Change in a ChatGPT Scenario

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kason Ka Ching Cheung, Jack K. H. Pun, Wangyin Li
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Abstract

ChatGPT becomes a prominent tool for students’ learning of science when students read its scientific texts. Students read to learn about climate change misinformation using ChatGPT, while they develop critical awareness of the content, linguistic features as well as nature of AI and science to comprehend these texts. In this exploratory study, we investigated students’ reading performance in comprehending two ChatGPT-generated socio-scientific texts, with one focusing on cognitive-epistemic aspects of climate science and another one focusing on social-institutional aspects of climate science. We theorized such reading of ChatGPT-generated outputs as encompassing the content-interpretation, genre-reasoning and epistemic-evaluation domains. Combining Rasch partial-credit model and qualitative analysis, we explored and investigated how a total of 117 junior secondary students (grades 8 to 9) read such texts. Moreover, we also examined how 55 students’ holistic reading of socio-scientific texts on climate change in a ChatGPT scenario changes after a reading-science intervention. Our findings indicate that the content-interpretation was the easiest while the epistemic-evaluation domains were the most difficult. Interestingly, after the reading-science intervention, many students developed their tentative view on nature of science when they evaluated ChatGPT’s claims; while a small increase in number of students discussed reliability and non-epistemic nature of AI when they evaluated ChatGPT’s claims in relation to climate change. The findings also drive a pedagogical model that improves students’ holistic reading of socio-scientific texts generated by ChatGPT.

Abstract Image

在 ChatGPT 情景中学生对有关气候变化的社会科学文本的整体性阅读
当学生阅读科学文本时,ChatGPT 成为学生学习科学的重要工具。学生利用 ChatGPT 阅读了解气候变化的错误信息,同时培养对内容、语言特点以及人工智能和科学本质的批判意识,以理解这些文本。在这项探索性研究中,我们调查了学生在理解两篇由 ChatGPT 生成的社会科学文本时的阅读表现,其中一篇侧重于气候科学的认知-学术方面,另一篇侧重于气候科学的社会-制度方面。我们将对 ChatGPT 生成的输出结果的这种阅读理论化为包含内容-解释、体裁-推理和认识-评价领域。结合 Rasch 部分学分模型和定性分析,我们对 117 名初中生(8 至 9 年级)如何阅读此类文本进行了探索和研究。此外,我们还考察了 55 名学生在 ChatGPT 情景下对气候变化社会科学类文本的整体阅读在经过阅读科学干预后的变化情况。我们的研究结果表明,内容-解释是最容易的,而认识-评价领域则是最难的。有趣的是,经过阅读-科学干预后,许多学生在评价 ChatGPT 的主张时,对科学的性质形成了初步看法;而在评价 ChatGPT 有关气候变化的主张时,讨论人工智能的可靠性和非认识论性质的学生人数略有增加。研究结果还推动了一种教学模式的发展,该模式可提高学生对 ChatGPT 生成的社会科学文本的整体阅读能力。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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