Artificial Intelligence and the Scientific Process: A Review of ChatGPT’s Role to Foster Experimental Thinking in Physics Education

Abstract

This paper offers a thorough examination of the incorporation of artificial intelligence, specifically ChatGPT, in the realm of physics education. This compendium synthesizes diverse literature that explores how artificial intelligence tools enhance experimental thinking, foster inquiry-based learning, and support personalized instructional strategies in the intricate domain of physics. The review emphasizes recorded advantages, such as improved critical thinking and problem-solving abilities, increased student engagement, and a more profound comprehension of abstract physical concepts. The analysis utilizes constructivist learning theories and modern pedagogical frameworks that highlight the transformative capabilities of artificial intelligence in educational settings. This paper analyzes both quantitative and qualitative research to identify significant trends and methodological approaches that demonstrate the dynamic interaction between artificial intelligence-driven simulations and conventional teaching methods. This analysis rigorously evaluates ChatGPT's dual function as a cognitive collaborator in education and as a potential catalyst for unintentional dependency in the absence of sufficient human supervision. The review also addresses the ethical implications and practical difficulties of incorporating ChatGPT, including data privacy, algorithmic bias, and the preservation of academic integrity. This paper provides a comprehensive assessment of the pedagogical challenges and advantages of artificial intelligence, laying the groundwork for future empirical research and promoting a measured, strategic deployment of artificial intelligence tools to enhance educational outcomes while minimizing associated risks.

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