Abstract
The use of artificial intelligence (AI) in education can have a beneficial effect on learners' attitudes and self-assurance toward learning. However, it may also present a danger of substituting teachers and interpersonal interactions that are essential for learners' holistic development. This research investigated the use of AI, specifically the Chat Generative Pre-trained Transformer (ChatGPT), in education and whether it is an ally or a threat to teaching and learning. It discussed and elaborated how AI has changed the traditional practice, principles, culture, and theory in education. Moreover, it identified the advantages and disadvantages of using ChatGPT in education, potential paradigm shifts that may arise from its use, and its impact on science and mathematics education. Furthermore, this study presented an analysis of ChatGPT's responses to standardized marking schemes in science and mathematics and provided valuable insights into how AI can be integrated into the teaching and learning of science and mathematics. This study concluded that a review of the assessment approaches, as well as an openminded perspective in adapting the curriculum and pedagogies with the incorporation of AI, are needed to maximize the learning outcomes of 21st century learners.
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