Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT

Abstract

How and why science education scholars and practitioners might use artificial intelligence (AI) in the classroom has been a controversial agenda for decades. ChatGPT, a state-of-the-art (SOTA) AI released in November 2022, has attracted global interest for its exceptionally high performance in generating human-like natural language answers to almost any questions a user queries. Its ability to generate knowledge raises questions about what human knowledge means in science education in the digital age. The researchers of this study consider ChatGPT as an epistemic agent that is capable of generating new scientific knowledge and as an eligible interviewee to provide data for the study of AI and human episteme. The researchers interviewed ChatGPT and analysed its responses to questions about the future of human epistemic agency in science education to elicit ontological and relational implications between humans and AI. Based on ChatGPT’s articulations, it was suggested that SOTA AI-generated knowledge is non-bodied, robust, and detached, which can be summarised as automatous. In contrast, it was suggested that human-generated knowledge is embodied, value-laden, and engaged, which can be summarised as personal, in light of Michael Polanyi’s thoughts. As a result, this study insists that there are still unique characteristics of human-generated scientific knowledge compared to those of AI. Therefore, it is suggested that AI in science education should be understood as a collaborator in knowledge construction while securing the lead of human students in this process.

Appendix 1. ChatGPT’s initial response to the questions raised in the call for papers

Generated in January 5 17:00 pm.

Q1. What Knowledge means for Science Education in the Digital Age? A. In the digital age, knowledge has become more accessible than ever before, thanks to the internet and the proliferation of digital devices. This has had a number of important implications for science education One major benefit of the digital age is that it has made it easier for students to access a wide range of scientific information and resources. For example, students can now easily find online articles, videos, and simulations that can help them understand complex scientific concepts. This can be especially useful for students who may not have access to certain resources or experiences in their local communities Another benefit is that the digital age has made it easier for students to communicate and collaborate with their peers and with scientists around the world. For example, students can participate in online forums, join science-related social media groups, and even conduct their own experiments and share their results online. This can help students feel more connected to the scientific community and can also help them develop important skills such as communication, teamwork, and problem-solving Overall, the digital age has greatly expanded the opportunities for science education and has made it easier for students to access, understand, and contribute to scientific knowledge

Q2. What are the domains of human activity that will not or should not be taken on by smart machines and algorithms? When many productive skills will be replaced by computers, which areas will remain ‘human’? How should we redesign what students learn in an AI driven world so that they blossom and flourish? A. It is difficult to predict with certainty which domains of human activity will not or should not be taken on by smart machines and algorithms in the future. However, there are some areas that are likely to remain uniquely human for the foreseeable future, at least until such time as artificial intelligence (AI) becomes much more advanced One such area is creativity. Although AI systems are able to perform some tasks that require a degree of creativity, such as generating music or art, they are not yet able to match the full range of human creativity. The ability to generate truly novel and original ideas is still a uniquely human skill Another area that is likely to remain uniquely human is emotional intelligence. AI systems are able to recognise and respond to certain emotions, but they are not able to experience emotions in the same way that humans do. The ability to understand and manage one’s own emotions, as well as the emotions of others, is a complex and nuanced skill that is not easily replicable by machines In terms of redesigning education in an AI-driven world, it will be important to focus on developing skills that are uniquely human and that are not easily replicable by machines. This could include skills such as creativity, emotional intelligence, critical thinking, problem-solving, and communication. It will also be important to ensure that students have the opportunity to learn about and understand AI and its potential impacts, so that they can make informed decisions about how to use and interact with these technologies

Q3. How do scientists understand what it means to ‘work scientifically’ when they are collaborating with AI? A. When scientists are collaborating with artificial intelligence (AI) systems, it is important for them to understand and follow the same principles and practises that they would use when working with any other scientific tool or technology. This includes following the scientific method, which involves making observations, formulating hypotheses, designing and conducting experiments or analyses to test those hypotheses, and drawing conclusions based on the results Working scientifically with AI also involves understanding the limitations and potential biases of the AI system, and being mindful of these when designing and interpreting experiments or analyses. It is also important for scientists to be transparent about the role of AI in their work, and to carefully document and replicate their results to ensure the validity and reliability of their findings Overall, the key to working scientifically with AI is to approach it in the same rigorous and systematic way that one would approach any other scientific inquiry, while also being aware of the unique characteristics and capabilities of the AI system

Q4. How do teachers make scientific knowledge meaningful—when students can go to the internet whenever they have a question? A. Teachers can make scientific knowledge meaningful for students in a number of ways, even when students have access to the internet and can look up information on their own. Some strategies that teachers can use include: 1. Connecting scientific concepts to real-world phenomena: Teachers can help students see the relevance of scientific knowledge by showing how it relates to the world around them 2. Encouraging students to ask their own questions: By encouraging students to ask their own questions and explore topics that interest them, teachers can help students develop a sense of curiosity and ownership over their learning 3. Facilitating hands-on learning experiences: Practical, hands-on activities can help students make connections between scientific concepts and the physical world, and can also be more engaging and memorable than purely theoretical lessons 4. Providing context and background information: By giving students a broader understanding of the history and context of scientific ideas, teachers can help them see the interconnectedness of different concepts and how they have developed over time 5. Encouraging students to critically evaluate information: With so much information available online, it is important for students to learn how to critically evaluate the sources and reliability of the information they find. Teachers can help students develop these skills by encouraging them to think critically about the information they encounter

Q5. To what extent should higher education courses provide times when students in the sciences and humanities work together e.g., do they gain new insights and produce novel epistemic goods? What might such an arrangement entail? A. There is evidence to suggest that interdisciplinary collaboration, where students from different fields work together, can lead to new insights and produce novel epistemic goods. This is because students from different disciplines bring different perspectives and approaches to problem-solving, and can learn from each other as they work together Higher education courses can provide opportunities for students in the sciences and humanities to work together in a number of ways. For example, they could be asked to collaborate on group projects, attend interdisciplinary lectures or seminars, or participate in cross-disciplinary research projects An interdisciplinary collaboration might involve students from the sciences and humanities working together to address a problem or research question that requires knowledge and expertise from both fields. For example, students from the sciences might contribute their technical skills and understanding of data analysis, while students from the humanities might bring their expertise in interpretive analysis and communication To facilitate such an arrangement, it may be necessary to provide additional support and resources, such as training in interdisciplinary research methods or additional funding to cover the costs of collaboration. It may also be helpful to have faculty members who are familiar with both disciplines to serve as mentors and advisors for the students

Q6. What does philosophy say about human-centred views of knowledge and what is the future for humanity as epistemic agents in a shared and multifaceted world? A. There are a number of philosophical perspectives on human-centred views of knowledge. One such perspective is called constructivism, which holds that knowledge is constructed by individuals based on their experiences, cultural background, and the context in which they are learning. According to constructivism, knowledge is not something that is passively received from the external world, but rather it is actively constructed through the process of interacting with and making sense of the world Another perspective is called subjectivism, which holds that knowledge is subjective and that there is no one “correct” way to view the world. Instead, different individuals have their own unique ways of knowing and interpreting the world, and these ways of knowing are equally valid In terms of the future for humanity as epistemic agents in a shared and multifaceted world, it is difficult to predict with certainty. However, it seems likely that the increasing availability of information and the proliferation of digital technologies will continue to shape how we access and use knowledge. It will be important for individuals to continue to develop their critical thinking skills and to be able to evaluate and interpret information in a nuanced and nuanced way

Q7. How should we redesign what students learn, how they are assessed and what scientists do in an increasingly digital world so that they blossom and flourish? A. There are a number of ways that we could redesign education in an increasingly digital world to ensure that students blossom and flourish. Some ideas might include: 1. Emphasising skills that are difficult for machines to replicate: In an increasingly automated world, it will be important for students to develop skills that are uniquely human and that are not easily replicable by machines. These might include creativity, emotional intelligence, critical thinking, problem-solving, and communication 2. Encouraging hands-on and experiential learning: While technology can be a powerful tool for education, it is still important for students to have opportunities to engage with the physical world and to learn through hands-on, experiential activities 3. Incorporating technology in a way that enhances, rather than replaces, traditional teaching methods: Rather than replacing traditional teaching methods with technology, it might be more effective to use technology as a supplement to enhance and enrich the learning experience 4. Providing students with opportunities to learn about and understand the impacts of technology: It will be important for students to have a deep understanding of the ways in which technology is shaping our world, and to be able to make informed decisions about how to use and interact with these technologies 5. Emphasising the importance of ethics and responsibility in the use of technology: As students become more reliant on technology, it will be important for them to understand the ethical implications of its use and to learn how to use it responsibly

Q8. How can science, engineering and education create the knowledge and innovation we need to address common challenges and help us towards futures that are socially inclusive, economically just, and environmentally sustainable? A. There are a number of ways in which science, engineering, and education can work together to create the knowledge and innovation needed to address common challenges and create socially inclusive, economically just, and environmentally sustainable futures. Some ideas might include: 1. Encouraging interdisciplinary collaboration: By bringing together experts from different fields, it may be possible to identify and address challenges in new and innovative ways 2. Fostering a culture of continuous learning and improvement: In an increasingly complex and rapidly changing world, it will be important for individuals and organisations to be proactive in seeking out new knowledge and insights, and to be willing to adapt and change in response to new challenges 3. Investing in research and development: Funding research and development can help to generate new ideas and technologies that can help address common challenges 4. Promoting education and training: Providing individuals with the skills and knowledge they need to succeed in a rapidly changing world will be essential for fostering innovation and addressing common challenges 5. Engaging with diverse perspectives and stakeholders: By engaging with a diverse range of perspectives and stakeholders, it may be possible to identify and address challenges in a more inclusive and equitable way