To think the object of didactics in the classroom

The teaching-learning process through artificial intelligence

Authors

  • Paulo Vitor Teodoro Universidade Federal de Uberlândia, UFU
  • Paulo Salles Ministério do Desenvolvimento, Indústria, Comércio e Serviços, MDIC
  • Ricardo Gauche Universidade de Brasília, UnB

DOI:

https://doi.org/10.14571/brajets.v17.n3.1114-1124

Keywords:

science education, qualitative reasoning, simulation models, pedagogical practices

Abstract

In this study, we present the results of research demonstrating that high school students can understand natural phenomena through the exploration of qualitative simulation models in the teaching-learning process. We used the Learning by Modelling (LbM) approach, where students themselves build models using Artificial Intelligence (AI) techniques based on Qualitative Reasoning (QR). The DynaLearn platform was employed as a modeling tool, allowing for the diagrammatic representation of causal relationships between system components, as well as mathematical functions without the need for numerical data. For data collection, we used questionnaires with closed questions based on the Likert scale and open-ended questions. The research involved 39 students from the 1st year of high school at a public school in Goiás, Brazil. The results indicate that qualitative modeling grounded in AI is a powerful tool for assisting students in understanding the structure and functioning of natural systems. Additionally, the students were able to predict and explain the behavior of phenomena modeled in DynaLearn. The data suggest that the construction and manipulation of qualitative simulation models contributed to the understanding of phenomena in science education.

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Published

2024-09-24

Issue

Vol. 17 No. 3 (2024)

Section

Qualitative Research in Education, Technology and Society

License

Copyright (c) 2024 Paulo Vitor Teodoro, Paulo Salles, Ricardo Gauche

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