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The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.

ChatGPT as a tool for honing teachers’ Socratic dialogue skills

Gregorcic, Bor, Polverini, Giulia, Sarlah, Andreja·2024·Physics Education
DOI 10.1088/1361-6552/ad3d21
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Abstract

In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper ‘ChatGPT and the frustrated Socrates’ by re-examining ChatGPT’s ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot’s ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.

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Figure 1 A sketch of the velocity vs. time graph of a ball falling from rest and bouncing from the floor to the same height it was released. The dashed vertical line at t c marks the moment of collision with the ground and highlights the discontinuity of the function.
Figure 1 A sketch of the velocity vs. time graph of a ball falling from rest and bouncing from the floor to the same height it was released. The dashed vertical line at t c marks the moment of collision with the ground and highlights the discontinuity of the function.CC-BY · From the PDF

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Research works printed but not linked: 7

  1. Williams, 2024, The ethical implications of using generative chatbots in higher education, Front. Educ., 8, 10.3389/feduc.2023.1331607 · DOI · Paper page
  2. Vasconcelos, 2023, Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with: a case study, Eurasia J. Math. Sci. Technol. Educ., 19, em2296, 10.29333/ejmste/13313 · DOI
  3. Bitzenbauer, 2023, ChatGPT in physics education: a pilot study on easy-to-implement activities, Contemp. Educ. Technol., 15, ep430, 10.30935/cedtech/13176 · DOI · Paper page
  4. Polverini, 2024, How understanding large language models can inform the use of ChatGPT in physics education, Eur. J. Phys., 45, 10.1088/1361-6404/ad1420 · DOI
  5. Dodlek, 2024, How to help students learn: an investigation of how in- and pre-service physics teachers respond to students’ explanations, Phys. Rev. Phys. Educ. Res., 20, 10.1103/PhysRevPhysEducRes.20.010120 · DOI
  6. Polverini, 2024, Performance of ChatGPT on the test of understanding graphs in kinematics, Phys. Rev. Phys. Educ. Res., 20, 10.1103/PhysRevPhysEducRes.20.010109 · DOI · Paper page
  7. Kortemeyer, 2023, Could an artificial-intelligence agent pass an introductory physics course?, Phys. Rev. Phys. Educ. Res., 19, 10.1103/PhysRevPhysEducRes.19.010132 · DOI

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Metadata

Authors
Gregorcic, B., Polverini, G., & Sarlah, A.
ORCID
Venue
Physics Education
Publisher
IOP Publishing
Published
2024-04-26
Volume
59
Issue
4
Pages
045005
ISSN
  • 0031-9120
  • 1361-6552
DOI
10.1088/1361-6552/ad3d21
Cited by
36
References
9
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CoChat. (2026). Citation check: ChatGPT as a tool for honing teachers’ Socratic dialogue skills. https://app.cochat.ai/papers/10.1088/1361-6552/ad3d21
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Gregorcic, B., Polverini, G., & Sarlah, A. (2024). ChatGPT as a tool for honing teachers’ Socratic dialogue skills. Physics Education. https://doi.org/10.1088/1361-6552/ad3d21