ChatGPT as Co-Advisor in Scientific Initiation: Action Research with Project-Based Learning in Elementary Education
Open accessAbstract
Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations.
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It leverages AI to help teachers deliver just-in-time guidance for research and interdisciplinary projects, enabling students to clarify problems, structure ideas, and integrate knowledge.
“and (3) leverage AI to help teachers deliver just in time guidance for research and interdisciplinary projects, enabling students to clarify problems, structure ideas, and integrate knowledge [131].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [131]
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- Authors
- Villan, F., & P. dos Santos, R.
- Affiliations
- Universidade Luterana do Brasil (BR)
- Venue
- Acta Scientiae
- Publisher
- Programa de Pós Graduação em Ensino de Ciências e Matemática, Universidade Luterana do Brasil
- Published
- 2023-11-08
- Volume
- 25
- Issue
- 6
- Pages
- 60-117
- ISSN
- 1517-4492 (ISSN-L)
- 2178-7727
- OpenAlex
- W4388743765
- Cited by
- 18
- References
- 13
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 5
- FWCI
- 4.22
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Acta Scientiae (publishedVersion, cc-by)
- arXiv (Cornell University) (submittedVersion, cc-by-sa)
- arXiv (Cornell University)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Education and Technology Integration
- Keywords
- ChatGPT, project-based learning, undergraduate research, primary education, student research projects, teacher resistance to technology, student engagement, school management, educational innovation, science fairs
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