Can ChatGPT Enhance Chemistry Laboratory Teaching? Using Prompt Engineering to Enable AI in Generating Laboratory Activities

• Published in: Journal of chemical education Vol. 101; no. 5; pp. 1858 - 1864
• Main Authors: Araújo, José Luís, Saúde, Isabel
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 14.05.2024; American Chemical Society
• Subjects: Artificial intelligence; Chatbots; Chemistry; Education; Engineering education; Grade 11; Human-computer interaction; Organic Chemistry; Prompt engineering; Secondary education; Symbolic Language; Teaching methods; Technological change; High School/Introductory Chemistry; Internet/Web-Based Learning; Laboratory Instruction; Professional Development
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.3c00745

The rapid evolution of Artificial Intelligence (AI) is profoundly shaping our society. Among various AI tools, ChatGPT stands out for its user-friendly nature and wide accessibility to the public. However, despite their countless potential benefits, these tools also face significant challenges, especially in sensitive areas like Education. In this publication, we conduct a prompt engineering essay with ChatGPT to understand the potential and challenges of this tool in designing new, high-quality chemistry laboratory activities. We aimed to assess its performance in proposing scientifically and pedagogically suitable protocols for chemistry laboratory activities based on the 11th-grade Portuguese curriculum. The initial exploratory essay was conducted to fine-tune the prompt, followed by the analysis of proposals for the five mandatory laboratory activities in this subject. ChatGPT demonstrates the ability to interpret and reproduce the specialized symbolic language of chemistry, effectively conceptualizing problems and laboratory activities in a clear and understandable manner for a broader audience (i.e., chemistry students). However, it is crucial to highlight the scientific-pedagogical limitations concerning the accuracy and appropriateness of the proposed laboratory activities, particularly in terms of safety and sustainability. Therefore, the use of AI in education should be approached critically and reflectively. While AI holds immense potential to transform the dynamics of teaching and learning, the role and expertise of the Chemistry teacher remain of the utmost importance to ensure the scientific and pedagogical quality of Chemistry classes.