Using Generative AI Systems for Critical Thinking Engagement in an Advanced Chemistry Course: A Case Study

• Harry E. Pence ^[1] ; Greta Hightower ^[2] ; Jackson Forlenza ^[2] ; Kaden Leonard ^[2] ; Alexandra McLellan ^[2] ; Amelie Suero ^[2] ; Bridget Amoah ^[2] ; Mariama Mbow ^[2] ; Sara Borner ^[2] ; Alexander Castillo ^[2] ; Laura E. Pence ^[2]
  1. [1] State University of New York

     State University of New York

     City of Albany, Estados Unidos

     
  2. [2] University of Hartford

     University of Hartford

     Town of West Hartford, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 3789-3794
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • A series of critical thinking assignments was created for students in an advanced chemistry course to interact with and evaluate generative AI (GenAI) systems. Students explored GenAI’s facility with producing summaries of C&EN articles, analyzing titration data, and closely reading literature articles. For each assignment, the students evaluated the output using a critical thinking exercise and presented their results using written reports. The students found GenAI to be effective at summarizing news articles, although it demonstrated inaccuracies in mathematical calculations and produced mixed results in answering technical questions based on specific literature articles. The assignments provided valuable practice for students’ critical thinking skills.