Instructor and AI roles in the chemistry classroom: future science teachers’ perceptions in a ChatGPT-enhanced formative assessment
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Issued Date
2026-01-01
Resource Type
eISSN
25693263
Scopus ID
2-s2.0-105037612644
Journal Title
Chemistry Teacher International
Rights Holder(s)
SCOPUS
Bibliographic Citation
Chemistry Teacher International (2026)
Suggested Citation
Ratniyom J., Boonphadung S., Intaraprasit M., Chumkaeo P. Instructor and AI roles in the chemistry classroom: future science teachers’ perceptions in a ChatGPT-enhanced formative assessment. Chemistry Teacher International (2026). doi:10.1515/cti-2025-0097 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116702
Title
Instructor and AI roles in the chemistry classroom: future science teachers’ perceptions in a ChatGPT-enhanced formative assessment
Author(s)
Corresponding Author(s)
Other Contributor(s)
Abstract
As Generative Artificial Intelligence (GenAI) increasingly mediates formative assessment, understanding how learners across achievement levels perceive the distinct roles of human instructors versus GenAI tools presents an emerging research gap. This study addresses this gap through secondary qualitative analysis of interview data from pre-service science teachers, stratified into high-, medium-, and low-achieving groups, who experienced ChatGPT-enhanced formative assessment in stoichiometry learning. The findings reveal distinct, achievement-based perceptions of instructor and GenAI roles. The human instructor was predominantly viewed as an adaptive expert, adept at toggling between the roles of a Simplifier and an Elaborator depending on the learners’ achievement levels. Conversely, ChatGPT was perceived as a personalized tool for self-regulated learning, with its role shifting according to student achievement: a Patient Tutor for low-achievers, a Personal Coach for medium-achievers, and an Intellectual Sparring Partner for high-achievers. Based on these findings, we propose an Instructor–AI Synergistic Learning Ecosystem model that reframes human–AI collaboration not as a competition but as a complementary partnership – transforming the long-standing challenge of scaling individualized formative assessment into a pedagogical opportunity for AI-integrated education.