Título:	ChatGPT in brazilian K-12 science education
Autor(es):	Monteiro, Fábio Ferreira Souza, Paulo Victor Santos Silva, Marcelo Castanheira da Maia, José Robson Silva, Wagner Ferreira da Girardi, Daniel
Afiliação do autor:	University of Brasilia, Physics Institute Federal Institute of Rio de Janeiro Federal University of Acre, Center for Biological and Natural Sciences Federal University of Ceara, Science and Technology Center Federal University of Alagoas, Physics Institute Federal University of Santa Catarina, Department of Exact Science and Education
Assunto:	ChatGPT Educação básica Ensino de ciências Métodos de avaliação Ensino e aprendizagem
Data de publicação:	28-Fev-2024
Editora:	Frontiers
Referência:	MONTEIRO, Fábio Ferreira et. al. ChatGPT in brazilian K-12 science education. Front. Educ., [S.l.], v. 9, 2024. DOI: https://doi.org/10.3389/feduc.2024.1321547. Disponível em: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1321547/full. Acesso em: 11 mar. 2026.
Abstract:	This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction.
Unidade Acadêmica:	Instituto de Física (IF)
Licença:	(CC-BY) © 2024 Monteiro, Souza, da Silva, Maia, Silva and Girardi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
DOI:	https://doi.org/10.3389/feduc.2024.1321547
Versão da editora:	https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1321547/full
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