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How Students Use ChatGPT in Biochemistry Education: Evaluating Students' Prompts, Illustrations, and Reflective
1Kırklareli University, Vocational School of Health Service, Kırklareli, Türkiye.
Summary
Students used ChatGPT to learn biochemical concepts but relied on it to generate answers instead of learning. ChatGPT provided inaccurate dipeptide structures, leading to student confusion and a preference for instructor guidance.
Area of Science:
- Biochemistry education
- Medical Laboratory Techniques
Background:
- The integration of artificial intelligence (AI) tools like ChatGPT in education presents new opportunities and challenges.
- Understanding student utilization patterns and learning outcomes with AI in scientific disciplines is crucial.
Purpose of the Study:
- To investigate how first-year Medical Laboratory Techniques students utilize ChatGPT for learning biochemical concepts, specifically illustrating a dipeptide.
- To analyze student prompts, AI responses, and student-generated illustrations, alongside student self-reported experiences.
Main Methods:
- 25 students were tasked with illustrating a dipeptide (alanine-cysteine) using only ChatGPT for guidance.
- Student prompts, ChatGPT responses, and student drawings were analyzed.
- Student experiences were evaluated using a Reflective Evaluation Form.
Main Results:
- Students primarily sought direct generation of the dipeptide structure from ChatGPT rather than using it as a learning tool.
- All ChatGPT-generated dipeptide structures contained errors.
- Students reproduced the flawed structures without critical assessment, indicating a lack of conceptual validation.
Conclusions:
- ChatGPT's inaccuracies in biochemical illustrations caused student confusion and highlighted a need for authoritative validation.
- Students expressed a preference for instructor-led guidance over AI tools for complex scientific concept learning.
- Effective pedagogical strategies are needed to guide students in critically evaluating AI-generated scientific information.
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