Teaching physical chemistry mediated by artificial intelligence

Abstract

A study was conducted focusing on the teaching of physical chemistry mediated by artificial intelligence. Using a documentary bibliographic methodology, the study involved the review of scientific texts, including articles, professional publications, and theses, among others, published in the last five years in various academic sources such as PubMed, SciELO, Scopus, and others. This approach facilitated the collection of bibliographic information, allowing the presentation of different authors' opinions on the teaching of physical chemistry mediated by artificial intelligence. Within the hermeneutic framework, differences and similarities among authors with similar research topics were analyzed. The objective was to characterize the teaching of physical chemistry mediated by artificial intelligence through a review of scientific literature. The study considered aspects such as the teaching-learning process of the discipline, problem-based learning, the use of ICT, and other relevant factors. The study concluded that applying didactic strategies at different educational levels for learning physical chemistry improves comprehension, problem-solving, and knowledge inquiry for both students and teachers. The combination of AI and education has created many opportunities to enhance teaching and learning methods.