Integration of Artificial Intelligence (AI) in secondary chemistry education: proposal for an applied guide
DOI:
https://doi.org/10.64183/a2n9ny20Keywords:
Artificial intelligence, Chemistry education, Secondary education, Didactic guide, Education policy, Technological infrastructure, Teacher trainingAbstract
The implementation of artificial intelligence (AI)-based technologies within the Costa Rican educational context presents several challenges, including technological infrastructure, education policies in this area, and teacher training. This study is grounded in the integration of AI into the development of chemistry teaching at the secondary education level. A mixed-methods approach was employed, where the data collected—corroborated through documentary review—offered clear evidence of the current reality faced by teachers when incorporating new technological alternatives in their professional practice. The findings reflect a prevailing sense of uncertainty among the teaching population, fluctuating between recognizing the potential benefits of implementation and the lack of equitable resources and policies for responsible use. As a result, a didactic guide was developed focused on chemistry teaching, aiming to provide teachers with tools that facilitate both content creation and effective evaluation, thereby allowing the human factor to concentrate more fully on the pedagogical process.
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