{"title":"Design and Implementation of a General Chemistry Course that Promotes AI Use","authors":"Ted M. Clark*, and , Nicolas Tafini, ","doi":"10.1021/acs.jchemed.5c00728","DOIUrl":null,"url":null,"abstract":"<p >As generative AI tools become widely accessible, instructors may face uncertainty about how to respond. This review describes how a large-enrollment general chemistry course was adapted to promote AI use through intentional instructional design. The course featured early framing of AI use, in-class modeling of prompting strategies, AI-compatible practice resources, and regular reflection. These elements were designed to promote intentional, ethical, and metacognitive engagement with AI. Student interviews conducted at the end of the semester offer illustrative insights into how learners responded to the course structure, highlighting shifts from transactional to generative AI use. This grounded example offers a model for promoting AI use in STEM classrooms and provides practical strategies and instructional resources for instructors seeking to integrate AI in pedagogically meaningful ways.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4017–4023"},"PeriodicalIF":2.9000,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00728","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
As generative AI tools become widely accessible, instructors may face uncertainty about how to respond. This review describes how a large-enrollment general chemistry course was adapted to promote AI use through intentional instructional design. The course featured early framing of AI use, in-class modeling of prompting strategies, AI-compatible practice resources, and regular reflection. These elements were designed to promote intentional, ethical, and metacognitive engagement with AI. Student interviews conducted at the end of the semester offer illustrative insights into how learners responded to the course structure, highlighting shifts from transactional to generative AI use. This grounded example offers a model for promoting AI use in STEM classrooms and provides practical strategies and instructional resources for instructors seeking to integrate AI in pedagogically meaningful ways.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
