ПРИЛОЖЕНИЕ НА ИЗКУСТВЕНИЯ ИНТЕЛЕКТ ПРИ ГЕНЕРИРАНЕ НА STEM-ЗАДАЧИ
APPLICATION OF ARTIFICIAL INTELLIGENCE IN GENERATION OF STEM TASKS

Summary/Abstract: Artificial intelligence has entered the life of the mass consumer headlong. Its use in the field of secondary education is a direction studied by a number of teachers and methodologists. In this article, we will look at some concrete examples of creating directions, scenarios and tasks with the help of chatbot. The main idea of this article is to reveal a serious problem of our time, namely the fact that society is losing a number of natural competencies for each individual, caused by the modern way of life. For example, reduced ability to write due to constant use of word processing systems; reduced ability to geo-orientate, due to the use of navigation technologies; reduced physical skills due to a sedentary lifestyle; reduced skills of "live communication", due to the use of social networks, etc. The main task of the educational system is to diagnose these gaps and, with the help of innovative didactic technologies, to overcome them, motivating students to think independently and look for alternatives when dealing with different types of tasks, and not to be dependent only on a specific technology with which may not be available at a certain time. The relationship of the STEM-approach with the strengthening of skills that are lost due to the mentioned factors is examined. In the given article, we address one of these problems – geo-orientation, and propose revised and adapted AI-generated ideas for the solution of this problem. Data from a survey and discussions among 240 teachers, conducted as a follow-up to a similar survey from 2014 within the GEOTHNK project, are presented. The data show the importance of geo-orientation skills and the need to develop this skill in school. A majority of respondents believe that outdoor learning is an important factor in the formation of this skill. On the other hand, the STEM-approach has its field of action not only in STEM-centers, but also in a real outdoor learning environment. Such a relationship is useful in forming a geo-orientation. Using guiding questions, scenarios were generated using ChatGPT 3.5. These scenarios are applicable in both school settings and outdoor learning. The proposed examples do not offer a previously unknown concept, but they offer in a clear and well-structured form ideas that, after minimal editing, can be implemented in training.

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