Chatbots in Physics Teaching: Possibilities and Challenges

Detalhes bibliográficos
Autor(a) principal: Funaki, Larissa Domingues Cugler
Data de Publicação: 2024
Outros Autores: Corrallo, Marcio Vinicius
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142
Resumo: Given advances in the use of technologies in the educational context, especially Artificial Intelligence, it is important to develop reflective studies on acceptance, expectations and potential obstacles to the implementation of these technologies by teachers and future teachers. In this sense, this work sought to map the Social Representations of a group of undergraduate students in teacher training the physics regarding the use of chatbots to support teaching. The Central Nucleus Theory was used as a theoretical-methodological contribution. Seeking greater support in mapping student representations, we opted for questionnaire analysis, prototypical analysis and similarity analysis. The results showed an appreciation of the tool, perhaps thinking about everyday situations; however, there is a hesitation in using the tool for teaching physics. The study highlights the need for greater debate on the topic in teacher training courses, aiming to anchor representations involving the chatbot and pedagogical propositions.   Keywords: Physics teaching. Social representations. Chatbot.
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spelling Chatbots in Physics Teaching: Possibilities and ChallengesChatbots no Ensino de Física: Possibilidades e DesafiosEnsino de físicaChatbotRepresentações sociaisPhysics teachingChatbot.Given advances in the use of technologies in the educational context, especially Artificial Intelligence, it is important to develop reflective studies on acceptance, expectations and potential obstacles to the implementation of these technologies by teachers and future teachers. In this sense, this work sought to map the Social Representations of a group of undergraduate students in teacher training the physics regarding the use of chatbots to support teaching. The Central Nucleus Theory was used as a theoretical-methodological contribution. Seeking greater support in mapping student representations, we opted for questionnaire analysis, prototypical analysis and similarity analysis. The results showed an appreciation of the tool, perhaps thinking about everyday situations; however, there is a hesitation in using the tool for teaching physics. The study highlights the need for greater debate on the topic in teacher training courses, aiming to anchor representations involving the chatbot and pedagogical propositions.   Keywords: Physics teaching. Social representations. Chatbot.Diante dos avanços do uso de tecnologias no contexto educacional, especialmente a Inteligência Artificial, é importante desenvolver estudos reflexivos sobre aceitação, expectativas e potenciais obstáculos para a implementação dessas tecnologias por professores e futuros professores. Nesse sentido, este trabalho buscou mapear as Representações Sociais de um grupo de estudantes de licenciatura em física sobre o uso de chatbot em apoio ao ensino. Utilizou-se como aporte teórico-metodológico a Teoria do Núcleo Central. Buscando maior suporte no mapeamento das representações dos estudantes, optou-se pela análise de questionário, análise prototípica e análise de similitude. Os resultados apontaram uma valorização da ferramenta, talvez pensando em situações do cotidiano; entretanto, notou-se uma hesitação no uso da ferramenta para o ensino de física. O estudo apontou a necessidade de maior debate sobre a temática nos cursos de formação de professores, visando a consolidação de representações envolvendo o chatbot e proposições pedagógicas.   Palavras-chave: Ensino de física. Representações sociais. Chatbot.Fundação Cecierj2024-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142EaD em Foco; Vol. 14 No. 1 (2024); e2142EaD em Foco; Vol. 14 Núm. 1 (2024); e2142EaD em Foco; v. 14 n. 1 (2024); e21422177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142/921Copyright (c) 2024 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFunaki, Larissa Domingues CuglerCorrallo, Marcio Vinicius2024-04-26T18:01:00Zoai:ojs.eademfoco.cecierj.edu.br:article/2142Revistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONGhttp://eademfoco.cecierj.edu.br/index.php/Revista/oai||eademfoco@cecierj.edu.br2177-83102177-8310opendoar:2024-04-26T18:01EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)false
dc.title.none.fl_str_mv Chatbots in Physics Teaching: Possibilities and Challenges
Chatbots no Ensino de Física: Possibilidades e Desafios
title Chatbots in Physics Teaching: Possibilities and Challenges
spellingShingle Chatbots in Physics Teaching: Possibilities and Challenges
Funaki, Larissa Domingues Cugler
Ensino de física
Chatbot
Representações sociais
Physics teaching
Chatbot.
title_short Chatbots in Physics Teaching: Possibilities and Challenges
title_full Chatbots in Physics Teaching: Possibilities and Challenges
title_fullStr Chatbots in Physics Teaching: Possibilities and Challenges
title_full_unstemmed Chatbots in Physics Teaching: Possibilities and Challenges
title_sort Chatbots in Physics Teaching: Possibilities and Challenges
author Funaki, Larissa Domingues Cugler
author_facet Funaki, Larissa Domingues Cugler
Corrallo, Marcio Vinicius
author_role author
author2 Corrallo, Marcio Vinicius
author2_role author
dc.contributor.author.fl_str_mv Funaki, Larissa Domingues Cugler
Corrallo, Marcio Vinicius
dc.subject.por.fl_str_mv Ensino de física
Chatbot
Representações sociais
Physics teaching
Chatbot.
topic Ensino de física
Chatbot
Representações sociais
Physics teaching
Chatbot.
description Given advances in the use of technologies in the educational context, especially Artificial Intelligence, it is important to develop reflective studies on acceptance, expectations and potential obstacles to the implementation of these technologies by teachers and future teachers. In this sense, this work sought to map the Social Representations of a group of undergraduate students in teacher training the physics regarding the use of chatbots to support teaching. The Central Nucleus Theory was used as a theoretical-methodological contribution. Seeking greater support in mapping student representations, we opted for questionnaire analysis, prototypical analysis and similarity analysis. The results showed an appreciation of the tool, perhaps thinking about everyday situations; however, there is a hesitation in using the tool for teaching physics. The study highlights the need for greater debate on the topic in teacher training courses, aiming to anchor representations involving the chatbot and pedagogical propositions.   Keywords: Physics teaching. Social representations. Chatbot.
publishDate 2024
dc.date.none.fl_str_mv 2024-04-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2142/921
dc.rights.driver.fl_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 14 No. 1 (2024); e2142
EaD em Foco; Vol. 14 Núm. 1 (2024); e2142
EaD em Foco; v. 14 n. 1 (2024); e2142
2177-8310
reponame:EAD em Foco
instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
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instacron_str CECIERJ
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repository.name.fl_str_mv EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
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