Metacognition and Critical Thinking: Using ChatGPT-Generated Responses as Prompts for Critique in a Problem-Solving Workshop (SMARTCHEMPer)

• Published in: Journal of chemical education Vol. 100; no. 8; pp. 2972 - 2980
• Main Authors: Exintaris, Betty, Karunaratne, Nilushi, Yuriev, Elizabeth
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 08.08.2023; American Chemical Society
• Subjects: Chatbots; Collaboration; College students; Colleges & universities; Critical thinking; Educational activities; Instructional scaffolding; Metacognition; Problem solving; Process Education; Scaffolding; Skills; Students; Teaching methods; First-Year Undergraduate/General; Interdisciplinary/Multidisciplinary; Gases; Curriculum; Solutions/Solvents; Problem Solving/Decision Making
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.3c00481

Successful problem solving is a complex process that requires content knowledge, process skills, developed critical thinking, metacognitive awareness, and deep conceptual reasoning. Teaching approaches to support students developing problem-solving skills include worked examples, metacognitive and instructional scaffolding, and variations of these techniques. In this report, we describe a classroom activity, which involves a combination of metacognitive scaffolding, problem-solving practice, and critiquing of ChatGPT-generated solutions. It was demonstrated that students engaged with the idea of metacognition as part of the problem-solving toolbox and showed appreciation for the collaborative nature of problem solving. They were also able to identify mistakes and flaws in the provided erroneous solutions, albeit to varying degrees. The results also revealed that incoming university students likely require scaffolding to develop sophisticated critical-thinking skills.