Chat GPT and its influences on current scientific writing in the area of teaching
Keywords:
GPT Chat, Science Teaching, Artificial intelligence, Academic plagiarism, TechnologyAbstract
This study sought to explore the implications that the use of Artificial Intelligence can have on the academic context of Science Education. The methodology was based on a qualitative, exploratory approach with a case study procedure. The sample subjects are made up of 15 researchers, teachers and students, from a Stricto sensu postgraduate course focused on Science Teaching. To collect data, we used a mixed questionnaire sent to participants via institutional email and/or WhattsApp. From the data analysis, three semantic categories emerged: Scientific Research and Artificial Intelligence; Plagiarism checking tools; and, Academic plagiarism. The categories indicate a sampling, focused on the use of these resources in an academic environment, the participants, in a generalist way, demonstrated interest, and the non-use was justified by lack of time and/or information about it. The participants, in a significant number, demonstrated neutrality, that is, they preferred not to express an opinion on the possibility that a research carried out through consultation on the GPT Chat tool could lead to possible academic plagiarism, a worrying situation, focused on the relevance of this recent theme in the scientific context.
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