Evaluating Cognitive and Affective Development in Chemistry Students using AI-supported Problem-Based Learning

Adolfo E. Obaya Valdivia^1, , Carlos Montaño Osorio¹, Benjamín Velasco-Bejarano² and Yolanda Marina Vargas-Rodríguez¹

¹Physical Chemistry Section

²Organic Chemistry Section, Nanomaterials and Catalysis Laboratory. UIM. FES Cuautitlán, UNAM

Cite this paper:
Adolfo E. Obaya Valdivia, Carlos Montaño Osorio, Benjamín Velasco-Bejarano and Yolanda Marina Vargas-Rodríguez. Evaluating Cognitive and Affective Development in Chemistry Students using AI-supported Problem-Based Learning. American Journal of Educational Research. 2024; 12(11):447-454. doi: 10.12691/education-12-11-5

Abstract

In the search for an adequate scenario for the construction of knowledge, it is necessary to consider the aspects that influence learning, such as the choice of the teaching technique used. The general objective of this work is to evaluate the cognitive and affective development achieved with the use of the Problem-Based Learning (PBL) technique, by students of the subject of Physical Chemistry in the issue of Carnot Cycle with the support of Artificial Intelligence. To this end, an exploratory study was carried out with students of Physical Chemistry of the second semester of the Chemistry career of the FES Cuautitlán UNAM. The data analysis was based on both the cognitive levels achieved and on the cognitive and affective assessments, in accordance with the Bloom-Barrows Taxonomy, obtained with the help of Artificial Intelligence using Chat GPT-4 and Google Gemini, allowing us to identify that, in general, the use of PBL can influence the level of cognitive and affective development achieved by students. in addition to stimulating teamwork, communication and meaningful learning.

Keywords:
Cognitive and Affective development support of AI PBL Carnot Cycle

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