Abstract:

The development of technology has led to Chatbots being a tool easily available to many people. This tool has come to revolutionize the educational field, especially due to the high tendency of students to constantly resort to its use to solve assignments, which causes them to lose the opportunity to build and apply essential cognitive skills such as logical thinking and creativity.

The use of Chatbots to obtain quick solutions to their homework or school activities does not allow the student to understand the fundamentals of the subject, which compromises their ability to apply knowledge in a meaningful way in diverse situations. This superficiality in learning can have long-term consequences, as students would need help facing more complex challenges that require the application of basic concepts.

Education does not refer only to obtaining correct answers, but to understanding concepts and understanding their relationships to interpret a reality; That is why the indiscriminate use of Chatbots as issuers of responses could limit students' ability to build interconnected knowledge.

Given the imminent presence of Chatbots, It is necessary to redesign the learning forms and activities included in the classes. In this sense, the present study proposes innovative strategies to promote autonomy and critical thinking among students. A model for solving significant problems is introduced that goes beyond simply obtaining instant answers. The problems posed in this context are carefully designed to require the application of logical reasoning and integrating fundamental concepts from physics and mathematics.

The approach consists of challenging students with authentic and problematic situations, seeking to boost their ability to address real-world issues that transcend the simple application of algorithms or learned formulas. The proposed methodology focuses on collaborative learning and problem-solving across the curriculum, thus promoting the interconnection of knowledge. This pedagogical approach seeks to raise students' understanding and develop analytical and interpretive skills essential to facing academic and professional challenges. By reconceptualizing problem-solving, the aim is to build a new generation of critical thinkers capable of applying their knowledge reflectively and creatively.

For the study, problems were proposed focused on developing deeper and more meaningful learning of physics while encouraging student participation and highlighting the importance of independent resolution of activities and the reflective use of technology. The study results suggest that the proposal promotes meaningful learning, developing critical skills and creativity by allowing students to propose different solutions derived from an initial approach. It was also observed that the use of the model significantly impacted student retention in the subjects by significantly reducing dropout at this level of training. This approach aims to transform the perception of the chatbot from a mere assistant to a complementary tool, empowering students to develop robust and relevant cognitive skills in solving real-world problems.

Keywords:

Undergraduate students, Educative innovation, Engineering education, Problem solving, Critical thinking.