ChatGPT som formativ feedbackgiver på gymnasieelevers design af biologieksperimenter

ChatGPT som formativ feedbackgiver på gymnasieelevers design af biologieksperimenter

IND's Studenterserie nr. 122, 2024, Masterafhandling - Master i scienceundervisning

Anne Sofie Berendt

Vejleder: Bob Evans

Abstract:

This study examines how formative feedback from ChatGPT influences students' design of biology experiments in two upper secondary education classes in the stx programme, a 1.g class with a basic course in natural science called naturvidenskabeligt grundforløb and a 3.g class with biology at B-level. Sixty students participated in the study, which is based on an inquiry-based approach, and the results are based on 19 anonymized student reports, 56 anonymous questionnaire responses, and 6 group interviews involving a total of 17 students. The students' assessment and implementation of feedback were examined by comparing ChatGPT's feedback with their experimental designs. Additionally, the experimental designs were quality-scored before and after feedback from ChatGPT based on a rubric. Furthermore, interview data and open-ended questions in the questionnaire survey were analyzed using thematic analysis. The results indicate that, on average, the groups implement 4.44 distinct alterations related to ChatGPT in their experimental designs, and the quality of the experimental designs increases significantly (P<0.001) for all groups collectively after feedback from ChatGPT. More than half of the students perceive ChatGPT's feedback as useful and trustworthy, but several believe that a critical approach should be maintained towards the feedback, which they feel does not adequately consider their practical reality. Thus, the study concludes that formative feedback from ChatGPT can assist upper secondary programme students in designing biology experiments to improve the quality of their experimental designs, although a more nuanced approach to ChatGPT's feedback is needed.