Bridging Pedagogical Gaps: How Teachers Can Use ChatGPT to Support Physics Experiments

Abstract

The integration of artificial intelligence in education is reshaping instructional methods, with ChatGPT emerging as a highly adaptable tool. This research explores the potential of ChatGPT to address pedagogical shortcomings in physics education, particularly in experiential learning. Physics experiments are vital for fostering inquiry skills, conceptual understanding, and scientific literacy; however, their execution is often limited by time, resources, and teacher preparedness. Drawing on recent literature, this article demonstrates how ChatGPT can support all stages of the experimental process—including design, hypothesis formation, real-time guidance, and data analysis. The study highlights ChatGPT’s role in promoting inclusivity through adaptive explanations, multilingual support, and differentiated resources. Additionally, the tool offers opportunities for teacher professional development, such as resource generation and reflective practice. Ethical concerns—including accuracy, bias, data privacy, and overreliance—are critically examined. The article argues that when integrated thoughtfully within constructivist and socio-constructivist frameworks, ChatGPT can enhance experimental physics education, making it more engaging, inclusive, and future-ready.

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