Artificial intelligence and high school physics

• Autores: Alissa Sperling, James Lincoln
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 62, Nº. 4, 2024, págs. 314-315
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We are at an inflection point in physics education. Artificial intelligence (AI) has the potential to support instructors in their teaching, especially in repetitive teaching tasks and low-level assignment creation. While talk among teachers about AI often centers around anxiety1 over academic honesty or as a new form of plagiarism, this is still a powerful technology that our students are already enthusiastically adopting.2 In this article, we recommend that we flip our conversation about AI in physics education to one that imagines strengths and possibilities rather than threats. Below, we will demonstrate that generative AI can work in your physics classroom in the form of assignment creation, generating presentations, grading help, and even AI-created lab activities.