Yudong Cai, Qiyue Deng, Ting Lv, Wan Zhang, Yi Zhou
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引用次数: 0
Abstract
The advent of GPT (generative pre-trained transformer) technologies, such as OpenAI’s ChatGPT, Microsoft’s New Bing, and Google’s Bard, has recently sparked lively discussions in various industries. However, it is still unclear what impact the advent of GPT will have on the academic sectors. In light of this, we have undertaken a summary and discussion of the potential impact of GPT-like technologies on academia. In addition to reviewing and discussing the history and impact of GPT technology on the academic ecosystem, we propose that GPTs could become a new way of retrieving knowledge, by making scientific knowledge more accessible to all and helping to share research results. For academic researchers, GPTs could enhance academic writing by generating high-quality natural language drafts and alleviating the burden of language issues, particularly for non-native English speakers. Additionally, its integration with existing data processing software could render complex tasks accessible to researchers without programming skills. For journal editors, GPTs could be integrated into various aspects of academic publishing, such as manuscript classification, literature generation, and manuscript reviewing, and fundamentally alter the manner of journal editing. For academic services, GPTs could provide more precise suggestions based on the user’s needs. It could also assist with tasks by automatically generating abstracts and summaries. Furthermore, GPTs could improve academic integrity by comparing results and spotting fake data. It is important to acknowledge that GPT-like models still require enhancements in terms of the veracity and precision of the content they generate. Concurrently, the pervasive deployment of these models has given rise to concerns pertaining to privacy and academic integrity. Overall, GPTs have the potential to significantly impact the academic and education ecosystem, but further optimization and careful implementation are needed to address ethical concerns and fully realize their benefits.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]