Authors:
(1) Fabiano Villan, Universidade Luterana do Brasil (ULBRA), Curso de Licenciatura em Física;
(2) Renato P. dos Santos, Universidade Luterana do Brasil (ULBRA), PPG em Ensino de Ciências e Matemática (PPGECIM). Table of Links Abstract Introduction Theoretical Framework The ZPD and Chat GPT as a Co-Advisor in Scientific Guidance Methodology Results and Analysis Conclusions, Acknowledgements, Author's Contribution Statement, Data Availability Statement References APÊNDICE A APÊNDICE B ABSTRACT Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations. Keywords: ChatGPT as Co-advisor, Scientific Initiation, Elementary School, Project-Based Learning, Action Research. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. Authors: (1) Fabiano Villan, Universidade Luterana do Brasil (ULBRA), Curso de Licenciatura em Física; (2) Renato P. dos Santos, Universidade Luterana do Brasil (ULBRA), PPG em Ensino de Ciências e Matemática (PPGECIM). Authors: Authors: (1) Fabiano Villan, Universidade Luterana do Brasil (ULBRA), Curso de Licenciatura em Física; (2) Renato P. dos Santos, Universidade Luterana do Brasil (ULBRA), PPG em Ensino de Ciências e Matemática (PPGECIM). Table of Links Abstract Abstract Introduction Introduction Theoretical Framework Theoretical Framework The ZPD and Chat GPT as a Co-Advisor in Scientific Guidance The ZPD and Chat GPT as a Co-Advisor in Scientific Guidance Methodology Methodology Results and Analysis Results and Analysis Conclusions, Acknowledgements, Author's Contribution Statement, Data Availability Statement Conclusions, Acknowledgements, Author's Contribution Statement, Data Availability Statement References References APÊNDICE A APÊNDICE A APÊNDICE B APÊNDICE B ABSTRACT Background : In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives : To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design : An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants : The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis : Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results : The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion : The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations. Background Objectives Design Setting and Participants Data Collection and Analysis Results Conclusion Keywords : ChatGPT as Co-advisor, Scientific Initiation, Elementary School, Project-Based Learning, Action Research. Keywords This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. This paper is available on arxiv under CC BY-NC-ND 4.0 DEED license. available on arxiv

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ChatGPT as Co-Advisor in Scientific Initiation: Action Research in Elementary Education

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