Keywords
constructive solid geometry
critical thinking
How to Cite
Abstract
The avalanche-like development of artificial intelligence technologies has become another challenge for modern education in Ukraine, along with the COVID-19 pandemic and Russia's unjustified military aggression against our country. The general availability of relevant technologies has led students to turn to AI services to simplify how they solve tasks assigned by their teachers and accept answers without proper verification. As a result, this fails to promote academic integrity and reduces the overall level of knowledge in school subjects. Moreover, unconditional acceptance of the answers provided by machine learning models does not ensure the development of the ability to process information critically. In this context, the topic discussed in this article is relevant. This paper aims to study the potential use of artificial intelligence technologies as an essential tool for developing critical thinking in geometry by schoolchildren in grades 10-11. To carry out this task, it was important to compare the answers of publicly available and most popular artificial intelligence services when solving geometric problems from the geometry course of the corresponding classes. That is why we identified the most typical requests in advance. The response of each AI model was analyzed and compared in detail. The authors identified the correct solutions and pointed out errors. An important part was to evaluate how to transform the educational process, in particular in the study of geometry, taking into account the results of the study of the effectiveness of artificial intelligence services so that the disadvantages of using AI in education could be turned into advantages and ensure that students develop critical thinking skills. The conclusions summarize the results of the study, pointing out important aspects of integrating AI technologies into the educational process of studying geometry for grades 10 and 11. It was also noted that, in general, the issue of using artificial intelligence technologies in education has not been studied at all, and further directions for work were indicated.
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