Psychological and pedagogical problems of using chatGPT in solving physical problems

Abstract

All innovative ways of learning are aimed at enabling the average student to learn to think like an expert, to use his/her knowledge like an expert. Traditional physical education, like all-natural sciences, involves the transfer of information to students in lectures, and its consolidation in practical and laboratory classes and in the form of independent homework. At the same time, several aspects of learning are distinguished: conceptual understanding, direct transfer of information, knowledge and basic physical laws. A general drawback of traditional concepts is the low digestibility of the material, which is related to the psychological characteristics of a person: 10% are able to formulate the main ideas of the material that was taught 15 minutes after the explanation, if it is new material for them. All modern educational technologies using interactive methods and various pedagogical methods are aimed at changing the student's psychology and are called upon in various ways and trajectories to reach the sixth level in Bloom's taxonomy - the level of creativity, expert, specialist.
 The ability to solve problems in physics is an important element in the system of physical education, because it allows you to achieve a number of goals: students see the practical application of the acquired theoretical knowledge, which makes the learning process more conscious and changes the attitude to learning; contributes to the development of logical thinking, concretization of knowledge, which connects the theoretical lecture material with its practical application. In the process of solving physics problems, a number of personal abilities develop: mental, creative, logical, intelligence, observation, independence and accuracy.
 The integration of artificial intelligence (AI) generative models GPT in solving physical problems has attracted considerable attention this year. This article examines the complex interaction between AI and student decision-making, shedding light on the cognitive and emotional factors that must be considered when using AI to solve physical tasks. In addition, the pedagogical implications of incorporating AI into physics education are explored, emphasizing the importance of maintaining a balanced approach that promotes the development of critical thinking, creativity, and ethical reasoning. By diligently addressing these challenges, we can harness the potential of AI to expand problem-solving capabilities while preserving the undeniable value of human intelligence and expertise in scientific research