ARTIFICIAL INTELLIGENCE (AI) IN CHEMISTRY LEARNING MANAGEMENT: REFLECTIONS FROM CHEMISTRY TEACHERS THROUGH QUALITATIVE RESEARCH
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Abstract
This qualitative research aimed to explore chemistry teachers' perspectives on the integration of Artificial Intelligence (AI) technology in chemistry learning management. Data were collected through semi-structured interviews with 14 chemistry teachers with direct experience. The obtained data were analyzed using content analysis and validated through expert verification.
The results revealed diverse perspectives among teachers, influenced by factors such as experience, age, educational background, and geographical and economic contexts. Teachers viewed AI as a tool that could continuously enhance student learning and facilitate greater accessibility to knowledge. However, concerns were raised regarding the potential for AI to diminish the teacher's role in the classroom and adversely affect students' analytical thinking and memory skills. Some teachers believed that the teacher's spirit and the hands-on experimental skills specific to chemistry remained irreplaceable by AI. Nonetheless, most teachers had not yet identified clear strategies for integrating AI into chemistry instruction and lacked practical examples of successful implementation. These findings indicated that the application of AI in chemistry education was still in its early stages, underscoring the need for systematic and effective professional development programs aimed at enhancing teachers' digital competencies.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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