Hur formar AI undervisningen? Lärares uppfattningar om ChatGPT i biologiundervisningen

Abstract

On November 30, 2022, ChatGPT was launched, an artificial intelligence (AI) trained to analyze and generate text at a near-human level. The launch of ChatGPT has been described as a major advancement in AI-human interaction, and it can be used för various text-based tasks such as summarizing and translating texts, answering questions, or generating original texts based on user requests. Since its launch, the impact of ChatGPT on schools and education has been debated in both Swedish and international media, with assessment risks being one of the most discussed topics. The Swedish National Agency for Education has also advised teachers not to use written homework assignments for assessment purposes with the aim to minimize cheating. But what do teachers think about ChatGPT and teaching? This is a qualitative study with the aim to examine biology teachers’ perceptions of using AI and ChatGPT in education. Five teachers were interviewed to explore the opportunities and risks associated with ChatGPT and education. The results showed that ChatGPT can be used as a study- or discussion partner, provide formative feedback or serve as a springboard in classroom discussions. The result also indicate that teachers think AI has the potential to free up time by facilitating task planning and design, which is consistent with previous publications on the subject. The teachers in the study identified several risks, including the potential of cheating. The result also showed that the teachers believed that AI inevitably is here to stay, therefore teachers and student need tools to cope with the rapid technology advancements of AI, but in the very end it must be in the hand of the teacher and the specific knowledge of teaching. This abstract has partially been translated with the help of ChatGPT; the original can be found in Swedish below.