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Title:Izzivi uporabe umetne inteligence pri študijski analizi družboslovnih besedil
Authors:ID Kos, Živa (Author)
ID Mažgon, Jasna (Author)
Files:URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/02-2025_izzivi-uporabe-umetne-inteligence-pri-studijski-analizi-druzboslovnih-besedil/
 
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MD5: 007375E6E662C38B4C6BE06C479587B6
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Vse pogostejša uporaba umetne inteligence v izobraževanju, zlasti velikih jezikovnih modelov (v nadaljevanju VJM, konkretno ChatGPT in Microsoft Copilot), prinaša tako izzive kot priložnosti. Ti VJM lahko izvajajo naloge, ki zahtevajo obdelavo naravnega jezika, od odgovarjanja na vprašanja do reševanja problemov. Vključevanje VJM v izobraževanje odpira vrsto dilem glede verodostojnosti in zanesljivosti informacij, vloge učitelja, narave učenja ipd., pri čemer je v ospredju potreba po vodeni uporabi VJM v procesih izobraževanja. Prispevek se osredotoča na uporabo VJM pri analizi družboslovnih in humanističnih besedil. V pilotni raziskavi smo primerjali epistemološke in metodološke pristope VJM s tradicionalno, samostojno analizo literature (poglobljeno branje) in razlike v rezultatih. Raziskava, izvedena s 17 študenti prvega letnika magistrskega študija sociologije, razkriva, da VJM sicer lahko optimizirajo oblikovanje povzetkov in zagotavljanje osnovnih informacij, a hkrati postavljajo pod vprašaj poglobljenost in nepristranskost vsebine. Ob tem smo raziskovali, kako hibridni pristop, ki združuje orodja umetne inteligence s tradicionalnimi metodami branja in poglobljene analize, ponuja obetaven način za izboljšanje strategij učenja in poučevanja ter lahko izboljša kritične analitične spretnosti, ki so ključne za didaktiko v digitalni dobi.
Keywords:veliki jezikovni modeli, hibridni pristop, refleksija, didaktika sociologije, analiza besedil
Publication status:Published
Publication version:Version of Record
Publication date:01.06.2025
Year of publishing:2025
Number of pages:str. 29-43
Numbering:Letn. 76 = 142, št. 2
PID:20.500.12556/DiRROS-24466 New window
UDC:378:371.64
ISSN on article:0038-0474
DOI:10.63384/spB52z838s New window
COBISS.SI-ID:245042179 New window
Publication date in DiRROS:30.11.2025
Views:84
Downloads:41
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Challenges of Using Artificial Intelligence in the Academic Analysis of Social Science Texts
Abstract:The increasing use of artificial intelligence (AI) in education, in particular large-scale language models (LLMs) such as ChatGPT and Microsoft Copilot, offers both challenges and opportunities. These LLMs can perform tasks that require natural language processing, from answering questions to solving problems. The integration of LLMs in education raises a number of dilemmas regarding the credibility and reliability of the information, the role of the teacher, the nature of learning, etc., with the need for a guided use of LLMs in educational processes being at the forefront. This paper focuses on the use of LLMs in the analysis of social studies and humanities texts. In a pilot study, we compared the epistemological and methodological approaches of LLMs with traditional, stand-alone literature analysis (deep reading) and compared the differences in results. The study, conducted with 17 first-year MA students in Sociology, reveals that while LLMs can optimise the creation of summaries and the provision of background information, they also call into question the depth and impartiality of the content. In doing so, we have explored how a hybrid approach, combining AI tools with traditional methods of reading and in-depth analysis, offers a promising way to improve learning and teaching strategies and can enhance critical analytical skills that are crucial for didactics in the digital age.
Keywords:large language models, hybrid approach, reflection, didactics of sociology, word analysis


Collection

This document is a part of these collections:
  1. Sodobna pedagogika

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