A EVOLUÇÃO DO QUESTIONAMENTO CRÍTICO NOS PROCESSOS DIALÓGICOS COM IA: UMA PESQUISA EM CONTEXTO UNIVERSITÁRIO

Paulo Brazão; Luís Tinoca

doi:10.1590/SciELOPreprints.9566

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Paulo Brazão Universidade da Madeira https://orcid.org/0000-0003-3575-4366
Luís Tinoca University of Lisbon https://orcid.org/0000-0001-6950-3245

DOI:

https://doi.org/10.1590/SciELOPreprints.9566

Keywords:

AI Education, AI-student interaction, Qualitative research, Critical Thinking

Abstract

This article presents an investigation on the evolution of critical questioning occurring in a dialogic relationship between artificial intelligence (AI) and a group of students in a curricular unit of a higher education course in Educational Sciences. Starting from the students' class records, it attempts to understand the evolution of critical thinking in the context of formal education, using a structure with five levels of questions: General and Defining, Specific, Applied, Integrative, and Critical Engagement, as outlined by theorists Elder and Paul (2002), Facione (2015), Nosich (2009), and Browne and Keeley (2007). The results indicate the presence of questioning patterns centered on levels four and five, that is, in the use of Integrative and Critical Engagement questions, resulting from contextualized discussions. The students' interaction with AI allowed them to observe: the diversity of questioning levels, the progression of critical thinking, areas for improvement in each work group, encouragement of reflexivity and metacognition, engagement with complex concepts, visualization of practical application of concepts, and expansion of interdisciplinary thinking.
This study contributes to the literature on education and technology, offering insights on how to structure effective dialogic interactions between students and AI systems.

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Author Biography

Paulo Brazão, Universidade da Madeira

Paulo Brazão it’s an Assistant Professor at the University of Madeira, Faculty of Social Sciences. He began his teaching activity in 1985 as a teacher of Primary School Teaching. He was also a professor of Special Education between 1990 and 2000. He complete the master's degree in Psychology of Education in 2000 at ISPA and his PhD in Education - Pedagogical Innovation in 2008 at the University of Madeira. He was the director of the master's course in Pre-School Education and Primary School Teaching between 2010 and 2018. He is a member of the Centre for Research in Education CIE-UMa. He research on cultural invariants; Studies on gender in school contexts; Ethnographic studies in education; Studies on the use of Internet technology and tools in learning contexts. He has supervised master dissertations and doctoral theses and has participated in master's and doctoral juries in Pedagogical Innovation. Currently develops studies in Education and Diversity, Gender technologies and Queer studies.