東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

AP® STEM Student Assessment of ChatG...

Friske, Zachary Michael,

FindBook

Google Book

Amazon

博客來

AP® STEM Student Assessment of ChatGPT Prompt Responses = = AP® STEM 学生对 ChatGPT 提示回答的评估 /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	AP® STEM Student Assessment of ChatGPT Prompt Responses =/ Zachary Michael Friske.
其他題名:	AP® STEM 学生对 ChatGPT 提示回答的评估 /
作者:	Friske, Zachary Michael,
面頁冊數:	1 electronic resource (363 pages)
附註:	Source: Masters Abstracts International, Volume: 86-07.
Contained By:	Masters Abstracts International86-07.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31839358
ISBN:	9798302839145

AP® STEM Student Assessment of ChatGPT Prompt Responses = = AP® STEM 学生对 ChatGPT 提示回答的评估 /
Friske, Zachary Michael,

AP® STEM Student Assessment of ChatGPT Prompt Responses =AP® STEM 学生对 ChatGPT 提示回答的评估 /Zachary Michael Friske. - 1 electronic resource (363 pages)

Source: Masters Abstracts International, Volume: 86-07.

This thesis explores the current accuracy of generative AI ChatGPT responses to Advanced Placement®(AP®) free response and multiple-choice questions found in high school courses covering AP® Physics 1 and AP® Calculus AB. Moreover, this thesis compares how high school students evaluate ChatGPT responses to algebra, precalculus, and calculus concepts found within these high school courses at participating high schools in the DFW area of Texas. In general, studies on generative AI use within STEM high school classrooms across the United States is limited. Current literature suggests that generative AI programs like ChatGPT have the potential to supplement classroom instruction by providing personalized assistance and immediate access to subject-specific information; however, there is a noticeable gap in understanding how high school AP® students perceive and interact with AI-generated responses, particularly in relation to accuracy and effectiveness as a study aid. Based on a literature review undertaken as a part of this thesis, a mixed-methods study was developed focusing on the perceptions of high school students interacting with ChatGPT written responses to AP®-style free response questions. The results of this thesis study show that while ChatGPT can offer detailed explanations and improve student understanding of complex topics, its generated responses can lack mathematical accuracy. Students generally viewed ChatGPT as a useful educational resource but often struggled to distinguish between AI-generated responses and official solutions provided by College Board®. Lower-performing students were more likely to overestimate the accuracy and completeness of ChatGPT's outputs, potentially due to limited subject matter understanding. This study highlights the importance of developing high school students' critical evaluation skills and suggests that integrating educational AI like ChatGPT into the classroom requires careful consideration of generative AI limitations and potential impact on learning outcomes.

English

ISBN: 9798302839145Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

AP calculus

AP® STEM Student Assessment of ChatGPT Prompt Responses = = AP® STEM 学生对 ChatGPT 提示回答的评估 /
LDR:05358nmm a22005053i 4500 001 2433059
005 20250818063919.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798302839145
035 $a (MiAaPQD)AAI31839358
035 $a AAI31839358
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Friske, Zachary Michael, $e author. $0 (orcid)0009-0001-7070-2847 $3 3822514
245 1 0 $a AP® STEM Student Assessment of ChatGPT Prompt Responses = $b AP® STEM 学生对 ChatGPT 提示回答的评估 / $c Zachary Michael Friske.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (363 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 86-07.
500 $a Advisors: Gardner-Thomas, Carolyn; Engelward, Andrew J.
502 $b A.L.M. $c Harvard University $d 2025.
520 $a This thesis explores the current accuracy of generative AI ChatGPT responses to Advanced Placement®(AP®) free response and multiple-choice questions found in high school courses covering AP® Physics 1 and AP® Calculus AB. Moreover, this thesis compares how high school students evaluate ChatGPT responses to algebra, precalculus, and calculus concepts found within these high school courses at participating high schools in the DFW area of Texas. In general, studies on generative AI use within STEM high school classrooms across the United States is limited. Current literature suggests that generative AI programs like ChatGPT have the potential to supplement classroom instruction by providing personalized assistance and immediate access to subject-specific information; however, there is a noticeable gap in understanding how high school AP® students perceive and interact with AI-generated responses, particularly in relation to accuracy and effectiveness as a study aid. Based on a literature review undertaken as a part of this thesis, a mixed-methods study was developed focusing on the perceptions of high school students interacting with ChatGPT written responses to AP®-style free response questions. The results of this thesis study show that while ChatGPT can offer detailed explanations and improve student understanding of complex topics, its generated responses can lack mathematical accuracy. Students generally viewed ChatGPT as a useful educational resource but often struggled to distinguish between AI-generated responses and official solutions provided by College Board®. Lower-performing students were more likely to overestimate the accuracy and completeness of ChatGPT's outputs, potentially due to limited subject matter understanding. This study highlights the importance of developing high school students' critical evaluation skills and suggests that integrating educational AI like ChatGPT into the classroom requires careful consideration of generative AI limitations and potential impact on learning outcomes.
520 $a 本论文探讨了生成式人工智能（如 ChatGPT）在回答高级先修课程 AP®（Advanced Placement®）考试中 AP® 物理 1 和 AP® 微积分 AB 的自由回答题和选择题时的当前准确度。此外，本论文还比较了得克萨斯州达拉斯-沃斯堡（DFW）地区参与研究的高中学生，对 ChatGPT 针对代数、预备微积分和微积分概念所生成回答的评估情况。总体而言，对于在美国高中 STEM 教学中使用生成式人工智能的研究仍然有限。现有文献显示，ChatGPT 等生成式人工智能程序通过提供个性化辅导和对学科知识的即时访问，具有辅助课堂教学的潜力；然而，目前对高中 AP® 学生如何看待并使用人工智能生成的回答，尤其是其准确性和作为学习工具的有效性，仍存在明显的研究空白。基于本论文的文献综述，研究者设计了一项混合研究方法，重点关注高中学生与 ChatGPT 的 AP® 风格自由回答题答案互动时的感受与看法。研究结果表明，尽管 ChatGPT 能够提供详尽的解释并帮助学生理解复杂概念，但其生成的回答在数学准确度方面存在不足。多数学生普遍认为 ChatGPT 是一种有用的教育资源，但常常难以区分人工智能生成的答案与美国大学理事会（College Board®）提供的官方解答。成绩相对较低的学生更容易高估 ChatGPT 的准确性和完整性，这可能与其对学科内容的理解不足有关。该研究强调了培养高中学生批判性评价能力的重要性，并指出在课堂引入 ChatGPT 等教育类生成式人工智能时，需要充分考虑其局限性以及对学习成效的潜在影响。.
546 $a English
590 $a School code: 0084
650 4 $a Education. $3 516579
650 4 $a Mathematics education. $3 641129
650 4 $a Physics. $3 516296
650 4 $a Educational technology. $3 517670
650 4 $a Science education. $3 521340
653 $a AP calculus
653 $a AP physics
653 $a ChatGPT
653 $a High school STEM
653 $a Mixed-methods research
653 $a Student perceptions
690 $a 0515
690 $a 0280
690 $a 0605
690 $a 0800
690 $a 0710
690 $a 0714
710 2 $a Harvard University. $b Extension Studies. $e degree granting institution. $3 3767643
720 1 $a Gardner-Thomas, Carolyn $e degree supervisor.
720 1 $a Engelward, Andrew J. $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-07.
790 $a 0084
791 $a A.L.M.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31839358