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Leveraging ChatGPT for Enhancing Critical Thinking Skills
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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 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
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“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
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“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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Metadata
- 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
- 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
- hybrid
- doi.org
- Licence
- Locations
- Journal of Chemical Education (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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