000			01906nam a22002897a 4500
005			20231115095839.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aVicente Talanquer
245			_a Interview with the Chatbot: How Does It Reason? _b (Journal Article)
260			_aUSA _b:American Chemical Society _cAugust 2023
300			_a2821-2824 p.
490			_aAmerican Chemical Society, Volume 100, Issue 8
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract Artificial Intelligence (AI) Chatbots that can generate answers to a variety of questions and engage in conversation have become widely available to the public. The potential use and misuse of these systems in education are currently the subject of great debate. These discussions can be more productive if they are informed by a better understanding of the scope and limitations of these tools. This commentary seeks to provide some insights into how AI Chatbots seem to reason about chemical entities and processes, analyzing the extent to which these systems express misconceptions, explanatory biases, and limited or flawed explanations. This analysis reveals fascinating similarities between the answers generated by AI Chatbots and chemistry learners when engaged in an explanatory activity.
650			_aGeneral Public First-Year Undergraduate/General
650			_a High School/Introductory Chemistry Second-Year
650			_aUndergraduate/General Upper-Division Undergraduate
650			_aGraduate Education/Research Learning
650			_aTheories Internet/Web-Based Learning
650			_aMisconceptions/Discrepant Events
650			_aProblem Solving/Decision Making Testing/Assessment
856			_u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.3c00472
942			_cPER
999			_c44859 _d44858