Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with: A case study
Marco Antonio Rodrigues Vasconcelos 1 2 , Renato P. dos Santos 3 *
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1 PPGECIM–Doctoral Program in Science and Mathematics Education ULBRA–Lutheran University of Brazil, Canoas, RS, BRAZIL2 Secretaria Municipal de Educação, Fortaleza, CE, BRAZIL3 CIAGE–Center for Generative Artificial Intelligence in Cognition and Education ULBRA–Lutheran University of Brazil, Canoas, RS, BRAZIL* Corresponding Author


This study investigates the potential of ChatGPT and Bing Chat, advanced conversational AIs, as “objects-to-think-with,” resources that foster reflective and critical thinking, and concept comprehension in enhancing STEM education, using a constructionist theoretical framework. A single-case study methodology was used to analyze extensive interaction logs between students and both AI systems in simulated STEM learning experiences. The results highlight the ability of ChatGPT and Bing Chat to help learners develop reflective and critical thinking, creativity, problem-solving skills, and concept comprehension. However, integrating AIs with collaborative learning and other educational activities is crucial, as is addressing potential limitations like concerns about AI information accuracy and reliability of the AIs’ information and diminished human interaction. The study concludes that ChatGPT and Bing Chat as objects-to-think-with offer promising avenues to revolutionize STEM education through a constructionist lens, fostering engagement in inclusive and accessible learning environments.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 7, July 2023, Article No: em2296


Publication date: 01 Jul 2023

Online publication date: 25 May 2023

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