PID_24-25_217_Anexo 2.pdf Publicación congreso internacional de innovación docente

Abstract

United Nations Educational, Scientific and Cultural Organization highlights the great potential of artificial intelligence (AI) to develop innovative teaching and learning processes. In this line, it is suggested to focus on learning with the AI, learning about the AI and prepare students for AI. In doing so, in a previous project, our agricultural engineering students solved a problem and compared the solution with the solution gave by AI, strengthening the critical thinking competence (G15). In this project, we aimed to also contribute to AI with this critical thinking. To do this, the flipped classroom methodology was developed and students asked a generative AI to solve a problem. The students then received tools to solve the problem through testing and reasoning. The students then compared the results with the results of AI and generated a paragraph to feed AI with a supposedly improvement in the solution of the problem. Additionally, an e-rubric was used to align the evaluation with the competences that students need to acquire. This project presents a teaching-learning innovation in three aspects: a) the flipped classroom methodology, b) the use of AI technological innovation to develop the G15 critical thinking competence and c) the use of an evaluation with an e-rubric in line with the EHEA. However, the results show that students, instead of competing with AI, they use AI believing without a doubt what AI says and avoid critical thinking. It is concluded that despite the benefits of AI, it is necessary to clearly define its use in the teaching-learning process, designing appropriate tools for the development of students' critical thinking. Moreover, the teachers learned with this project to identify students that used AI to avoid critical thinking.