RT info:eu-repo/semantics/other
T1 PID_23_24_200_Anexo 1. ARTIFICIAL INTELLIGENCE (AI) TO STRENGTHEN THE CRITICAL THINKING COMPETENCE IN AGRICULTURAL ENGINEERING HIGHER EDUCATION
A1 Urbano López de Meneses, Beatriz
AB Artificial Intelligence (AI) is the ability of a machine to exhibit the same capabilities as humans, suchreasoning, learning, creativity and the ability to plan. Its future applications are expected to imply greatchanges, but AI is already present in our lives, despite the possible risks that its inappropriate use mayentail. Therefore, the United Nations Educational, Scientific and Cultural Organization, UNESCO, statesthat we should focus our efforts on a) learning with AI, b) learning about AI and c) preparing for AI. Theyalso point out its great potential for developing innovative teaching and learning practices. For all thesereasons and taking into account the opportunities that AI presents for teaching innovation, we believedthat it should be introduced in classrooms bringing students closer to this new technology, and it couldbe a good tool for critical thinking. The objective of this project was to strengthen the critical thinkingcompetence (G15) of Agricultural Engineering students through AI, using primary-secondary sources ofinformation that will allow them to refute/approve the solution provided by AI to solve a given problem.A linear methodology was used and in doing so, we proposed a real problem to our students. Then thestudents using AI sources of information searched for solutions to the given problem. Then they receivedinstructions to solve the problem. Finally, they should refused or approved the solution provided by AI,using critical thinking. The flipped classroom was used as a methodology to search with AI a solution toa given engineering problem. By checking, validating and confirming the results, they contrasted theresults provided by AI, strengthening the G15 critical thinking competence. An e-rubric was used toevaluate the objectives, aligning the evaluation with the competences to be acquired by the student.The results showed students different familiarity with AI technology. Master students showed higherknowledge of AI than Degree students. Moreover, we teach and even present for the first time, studentsand teachers to AI technology. The students were fascinated with AI and expressed the hugeopportunities that this technology could bring to many of the activities that they face while learning. Twoadvantage students, not the majority of them, even started to give instructions to AI and exploited itsresults. Some teachers also had first contact with this technology and expressed many doubts andconcerns in the future of the teaching and learning process considering AI and how to evaluate academicactivities that can be solved quickly with AI such bibliographic review, redaction, etc. We concluded thatthis technology will move the teaching-learning process to a new context and teachers have to adapttheir evaluations to this new area.
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/68801
UL https://uvadoc.uva.es/handle/10324/68801
LA eng
DS UVaDOC
RD 17-jul-2024