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Cited by 253Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEducation and Critical Thinking Development

Leveraging ChatGPT for Enhancing Critical Thinking Skills

Open access
Guo, Ying, Lee, Daniel·2023·Journal of Chemical Education
DOI 10.1021/acs.jchemed.3c00505
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Abstract

High Resolution Image Download MS PowerPoint Slide This article presents a study conducted at Georgia Gwinnett College (GGC) to explore the use of ChatGPT, a large language model, for fostering critical thinking skills in higher education. The study implemented a ChatGPT-based activity in introductory chemistry courses, where students engaged with ChatGPT in three stages: account setup and orientation, essay creation, and output revision and validation. The results showed significant improvements in students’ confidence to ask insightful questions, analyze information, and comprehend complex concepts. Students reported that ChatGPT provided diverse perspectives and challenged their current ways of thinking. They also expressed an increased utilization of ChatGPT to enhance critical thinking skills and a willingness to recommend it to others. However, challenges included low-quality student comments and difficulties in validating information sources. The study highlights the importance of comprehensive training for educators and access to reliable resources. Future research should focus on training educators in integrating ChatGPT effectively and ensuring student awareness of privacy and security considerations. In conclusion, this study provides valuable insights for leveraging AI technologies like ChatGPT to foster critical thinking skills in higher education.

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  • The findings support the notion that LLMs such as ChatGPT have the potential to enhance students' critical thinking skills, including understanding complex concepts, engagement in critical thinking, and construction of well-reasoned arguments.

    “The findings support the notion that LLMs, such as ChatGPT, have the potential to enhance students' critical thinking skills, including their understanding of complex concepts, engagement in critical thinking, and construction of well-reasoned arguments (Guo, 2023;Kasneci et al., 2023;Yang et al., 2022).”

    From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Guo, 2023

    The Conclusions report improved student self-perception of critical-thinking competence, including comprehending complex subject matter, and describe ChatGPT’s potential to develop those skills. The Examples of Students’ Essays describe students finding evidence to strengthen essays, but the paper does not establish that ChatGPT enhanced their construction of well-reasoned arguments; the reported improvement is primarily self-perceived. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Guo (2023) concluded that ChatGPT could play a transformative role in education, offering new ways for students to develop critical thinking skills.

    “The study concluded that ChatGPT could play a transformative role in education, offering new ways for students to develop critical thinking skills.”

    From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Guo, 2023

  • The study's findings extend the perspective that leveraging ChatGPT enhances critical thinking to the specific domain of international relations, demonstrating that AI effectively challenges students' existing knowledge structures and encourages deeper analytical thinking in this field.

    “These findings extend this perspective to the specific domain of international relations, demonstrating that AI effectively challenges students' existing knowledge structures and encourages deeper analytical thinking in this field.”

    From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Guo (2023)

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Research works printed but not linked: 3

  1. Facione, P. A. Critical thinking: what it is and why it counts. Insight Assessment 2011, 1 (1), 1-23.
  2. American Chemical Society. Committee on professional training chemical information skills. https://www.acs.org/content/dam/acsorg/ -information-skills.pdf (accessed October 2023).
  3. Shukla Shubhendu, S.; Vijay, J. Applicability of artificial intelligence in different fields of life. Int. J. Sci. Eng. Res. 2013, 1 (1), 28-35.

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Authors
Guo, Y., & Lee, D.
Affiliations
  • Georgia Gwinnett College (US)
  • STEM Academy, George Walton Comprehensive High School, 1590 Bill Murdock Road, Marietta, Georgia 30062, United States
Corresponding author
Guo, Ying
ORCID
Venue
Journal of Chemical Education
Publisher
American Chemical Society (ACS)
Published
2023-11-20
Volume
100
Issue
12
Pages
4876-4883
ISSN
  • 0021-9584 (ISSN-L)
  • 1938-1328
DOI
10.1021/acs.jchemed.3c00505
OpenAlex
W4388817079
Cited by
250
References
33
Citations by year
2026: 72 · 2025: 107 · 2024: 70 · 2023: 1
FWCI
58.67
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Chemical Education (publishedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Social Sciences › Education › Education and Critical Thinking Development
Keywords
ChatGPT, large language models, critical thinking skills, general chemistry, student self-confidence, artificial intelligence in higher education

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