Abstract:

In the contemporary educational context, the incorporation of Artificial Intelligence (AI) technologies in higher education is a crucial development, particularly interesting in the disciplines of Natural Sciences. This study addresses a teaching methodological proposal to the strategic use of AI-based tools, such as ChatGPT 3.5, Microsoft Bing and Wolfram Alpha, to enrich the learning experience in various subjects within the field of Chemistry, facilitating deeper understanding and autonomous learning among students. The proposed methodology integrates these tools into the structure of educational activities, focusing on developing essential competencies for mastering these subjects.

The activities designed with these AI tools cover a broad spectrum of competencies, including complex mathematical calculations, interpretation of abstract concepts, and practical application of theories in experimental situations. Specific tasks include solving chemical problems, generating graphical representations, identifying compounds, analyzing ethical dilemmas in science, and interpreting experimental data. Each activity aims to improve student understanding and foster skills such as critical thinking and analytical analysis.

The claim is that the students propose specific questions to the AI and that the students, under the supervision of the teacher, interpret and analyze the answers proposed by the computer. Training your critical spirit and your ability to discern correct answers from totally or partially incorrect ones. The aim is for the student to enter into dialogue with the AI so that it can act as an academic 'tutor', always under the supervision of the subject teacher.

This pedagogical approach not only emphasizes the importance of a more comprehensive and significant learning of Chemistry but also prepares students to face academic and professional challenges. The integration of AI in teaching is a step towards modernizing educational methods, adapting them to the demands and particularities of the current era.

The implementation of AI tools in teaching drives a paradigm shift, where technology acts as a key facilitator in the learning process. This leads to more adaptive and effective teaching, aligned with the contemporary challenges of the educational and scientific field. The role of AI in higher education is, therefore, fundamental to advancing towards a more interactive, dynamic, and future-oriented educational model.

Additionally, this study highlights the potential of AI to transform the teaching of Chemistry, promoting a more interactive and collaborative approach to learning. The ability of these tools to analyze and process large volumes of data, as well as to provide personalized answers and solutions to specific problems, is a significant added value in the educational process. This allows students to explore concepts more independently and creatively, encouraging greater participation and commitment to the study material.

In conclusion, the integration of AI in higher education, and specifically in Chemistry teaching, offers unprecedented opportunities to improve the quality and effectiveness of learning. This innovative approach not only benefits students in terms of deeper and autonomous learning but also prepares future professionals to navigate and contribute effectively in an increasingly technological and information-oriented world.

Keywords:

AI tools, chemistry, autonomous learning, critical thinking, classroom activities.