Using ChatGPT for the Development of Critical Thinking in Youth: Example of Inequality Proof

Abstract

The article explores the problem of using artificial intelligence in education. Practices of using ChatGPT in professional training are analyzed, highlighting both the positive aspects and risks of AI implementation in the educational process. The possibility of using AI to develop pre-service teachers’ critical thinking is justified. ChatGPT is used as a generator of possible pupils’ responses. The application of artificial intelligence, specifically ChatGPT, in proving inequalities is demonstrated. The generated responses are analyzed. Results of a pedagogical experiment on using ChatGPT for the development of pre-service mathematics teachers’ critical thinking are described. The evaluation criteria for individual tasks are based on key characteristics of critical thinking: 1) the ability to analyze information critically; 2) the ability to identify logical inconsistencies in statements; 3) the ability to eliminate logical inconsistencies; 4) a tendency to seek the most rational solution to a problem. The sign test is employed for statistical analysis of the results. The hypothesis regarding the positive impact of analyzing proofs of inequalities proposed by ChatGPT on the development of students’ critical thinking is confirmed. Problems in using ChatGPT in the Ukrainian language are identified.

Ähnliche Arbeiten