探索学生如何批判性评估生成式AI的回答，提升课堂思辨能力。
Pilot Study on Generative AI and Critical Thinking in Higher Education Classrooms
- 设计任务让学生分析、批评并修正AI生成的解答
- 发现学生能初步应用结构化思维评估AI输出质量
- 为未来大规模研究提供方法论基础，适合教育技术研究者
生成式AI工具在教育场景中快速普及，但其对学生批判性思维的促进作用仍缺乏深入探讨。尽管已有研究将GAI视为特定课程的教学助手或作业完成工具，却很少关注学生如何评估GAI回答的准确性与适用性。本试点研究聚焦于计算与数据科学入门课程中，学生运用结构化批判思维评估生成式AI输出的能力。鉴于GAI常产生上下文错误或事实性错误，研究设计了要求学生分析、批判并修订AI解决方案的学习活动。研究结果提供了学生初步批判性使用AI内容的初步证据，并为后续学期开展更全面的研究奠定基础。
原文摘要 · Abstract (English)
Generative AI (GAI) tools have seen rapid adoption in educational settings, yet their role in fostering critical thinking remains underexplored. While previous studies have examined GAI as a tutor for specific lessons or as a tool for completing assignments, few have addressed how students critically evaluate the accuracy and appropriateness of GAI-generated responses. This pilot study investigates students' ability to apply structured critical thinking when assessing Generative AI outputs in introductory Computational and Data Science courses. Given that GAI tools often produce contextually flawed or factually incorrect answers, we designed learning activities that require students to analyze, critique, and revise AI-generated solutions. Our findings offer initial insights into students' ability to engage critically with GAI content and lay the groundwork for more comprehensive studies in future semesters.
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