Aportes de una propuesta de enseñanza mediada por aplicaciones de Inteligencia Artificial para el estudio de las Ciencias Morfológicas

Abstract

En el campo educativo, en la última década, el desarrollo de la Inteligencia Artificial ha generado la ambición de soluciones "eficaces" y más personalizadas para la enseñanza y los aprendizajes. Sin embargo en la actualidad no contamos con suficientes evidencias basadas en investigaciones que nos ayuden a comprender plenamente las consecuencias que tienen para la formación de los estudiantes de ciencias, la creciente dependencia hacia los algoritmos que ofrece la Inteligencia Artificial. Así como en la antigua Grecia se acudía al Oráculo de Delfos en busca de respuestas a consultas sobre los más variados temas hoy en día nuestros estudiantes acuden a distintas aplicaciones de Inteligencia Artificial, para resolver los más complejos problemas que le plantea la enseñanza universitaria. Poniendo bajo la lupa los discursos educativos hegemónicos que históricamente han considerado a las tecnologías de la información y la comunicación (TIC) como panacea para resolver los problemas educativos, nuestro objetivo es investigar acerca de las potenciales fortalezas, como así también acerca de los posibles efectos negativos de las aplicaciones basadas en IA en la enseñanza y los aprendizajes de ciencias en el nivel universitario.En este marco de pensamiento, este proyecto busca obtener evidencias en torno a de qué manera una propuesta de enseñanza centrada en los estudiantes mediada por aplicaciones basadas en "Big Data", ?Inteligencia Artificial? (IA) y ?algoritmos de aprendizaje automático y profundo? (Chat GPT) impactan en la enseñanza y los aprendizajes de Ciencias Morfológicas. Se analizarán también las posibilidades que pueden presentar estas herramientas, en el marco de un modelo de enseñanza apropiado, para promover el desarrollo del pensamiento crítico de los estudiantes y el aprendizaje personalizado.

In the educational field, in the last decade, the development of Artificial Intelligence has generated the ambition for "effective" and more personalized solutions for teaching and learning. However, currently we do not have enough research-based evidence to help us fully understand the consequences of the growing dependence on the algorithms offered by Artificial Intelligence for the training of science students. Just as in ancient Greece they went to the Oracle of Delphi in search of answers to questions about the most varied topics, today our students turn to different applications of Artificial Intelligence to solve the most complex problems posed by university education. Putting under the magnifying glass the hegemonic educational discourses that have historically considered information and communication technologies (ICT) as a panacea to solve educational problems, our objective is to investigate the potential strengths, as well as the possible effects negatives of AI-based applications in science teaching and learning at the university level. Within this framework of thought, this project seeks to obtain evidence about how a student- centered teaching proposal mediated by applications based on "Big Data", "Artificial Intelligence" (AI) and "automatic and deep learning algorithms" ” (GPT Chat) impact the teaching and learning of Morphological Sciences. The possibilities that these tools can present will also be analyzed, within the framework of an appropriate teaching model, to promote the development of students' critical thinking and personalized learning. In the educational field, in the last decade, the development of Artificial Intelligence has generated the ambition for "effective" and more personalized solutions for teaching and learning. However, currently we do not have enough research-based evidence to help us fully understand the consequences of the growing dependence on the algorithms offered by Artificial Intelligence for the training of science students. Just as in ancient Greece they went to the Oracle of Delphi in search of answers to questions about the most varied topics, today our students turn to different applications of Artificial Intelligence to solve the most complex problems posed by university education. Putting under the magnifying glass the hegemonic educational discourses that have historically considered information and communication technologies (ICT) as a panacea to solve educational problems, our objective is to investigate the potential strengths, as well as the possible effects negatives of AI-based applications in science teaching and learning at the university level. Within this framework of thought, this project seeks to obtain evidence about how a student- centered teaching proposal mediated by applications based on "Big Data", "Artificial Intelligence" (AI) and "automatic and deep learning algorithms" ” (GPT Chat) impact the teaching and learning of Morphological Sciences. The possibilities that these tools can present will also be analyzed, within the framework of an appropriate teaching model, to promote the development of students' critical thinking and personalized learning.