CAPTURING CURRENT RESEARCH TRENDS ON THE UTILIZATION OF CHATGPT IN SCIENCE EDUCATION

Authors

DOI:

https://doi.org/10.26418/jpmipa.v16i3.93046

Keywords:

Artificial Intelligence, ChatGPT, Science Education

Abstract

In this modern era, the emergence of artificial intelligence (AI) in the educational context has brought significant benefits to teachers and students. One widely used artificial intelligence type is large language models (LLMs) like ChatGPT. This study aims to capture the current research trend related to the use of ChatGPT in the context of science education. A bibliometric analysis was conducted using the Scopus database to analyze current research trends on ChatGPT and Science Education. A total of 74 documents published in 2023-2025 were collected. Rstudio, OpenRefine, VOSviewers, and Microsoft Excel were utilized to analyze the data. It is perceived that Goethe University Frankfurt, National Cheng Kung University, Technical University of Munich, and University College London are the most productive affiliations, with eight publications over the timespan. Moreover, the USA is the leading country, with 51 publications, as one of the high-yielding countries. Citation analysis was carried out to define the most impactful author. It is known that Grant Cooper from Curtin University is the most impactful author. To sum up, this study contributes to presenting current research trends related to the use of ChatGPT in science education that might provide insightful information for future research.

References

Adeshola, I., & Adepoju, A. P. (2024). The Opportunities and Challenges of ChatGPT in Education. Interactive Learning Environments, 32(10), 6159–6172. https://doi.org/10.1080/10494820.2023.2253858

Amarathunga, B. (2024). ChatGPT in Education: Unveiling Frontiers and Future Directions through Systematic Literature Review and Bibliometric Analysis. Asian Education and Development Studies, 13(5), 412–431. https://doi.org/10.1108/AEDS-05-2024-0101

Aydin, Ö., & Karaarslan, E. (2023). Is ChatGPT Leading Generative AI? What is Beyond Expectations? Academic Platform Journal of Engineering and Smart Systems, 11(3), 118–134. https://doi.org/10.21541/apjess.1293702

Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983

Boyack, K. W., & Klavans, R. (2010). Coâ€citation Analysis, Bibliographic Coupling, and Direct Citation: Which Citation Approach Represents the Research Front Most Accurately? Journal of the American Society for Information Science and Technology, 61(12), 2389–2404. https://doi.org/10.1002/asi.21419

Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: a narrative overview. Procedia Computer Science, 136, 16–24. https://doi.org/10.1016/j.procs.2018.08.233

Cong-Lem, N., Soyoof, A., & Tsering, D. (2024). A Systematic Review of the Limitations and Associated Opportunities of ChatGPT. International Journal of Human–Computer Interaction, 1–16. https://doi.org/10.1080/10447318.2024.2344142

Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y

Crompton, H., & Burke, D. (2023). Artificial Intelligence in Higher Education: The State of the Field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Ding, L., Li, T., Jiang, S., & Gapud, A. (2023). Students’ Perceptions of Using ChatGPT in A Physics Class As A Virtual Tutor. International Journal of Educational Technology in Higher Education, 20(1), 63. https://doi.org/10.1186/s41239-023-00434-1

Ellis, A. R., & Slade, E. (2023). A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education. Journal of Statistics and Data Science Education, 31(2), 128–133. https://doi.org/10.1080/26939169.2023.2223609

Humphry, T., & Fuller, A. L. (2023). Potential ChatGPT Use in Undergraduate Chemistry Laboratories. Journal of Chemical Education, 100(4), 1434–1436. https://doi.org/10.1021/acs.jchemed.3c00006

Kumar, M. L., George, R. J., & Anisha, P. S. (2023). Bibliometric Analysis for Medical Research. Indian Journal of Psychological Medicine, 45(3), 277–282. https://doi.org/10.1177/02537176221103617

Latif, E., & Zhai, X. (2024). Fine-tuning ChatGPT for Automatic Scoring. Computers and Education: Artificial Intelligence, 6, 100210. https://doi.org/10.1016/j.caeai.2024.100210

Liang, Y., Zou, D., Xie, H., & Wang, F. L. (2023). Exploring the Potential of Using ChatGPT in Physics Education. Smart Learning Environments, 10(1), 52. https://doi.org/10.1186/s40561-023-00273-7

Liu, M., Ren, Y., Nyagoga, L. M., Stonier, F., Wu, Z., & Yu, L. (2023). Future of Education in the Era of Generative Artificial Intelligence: Consensus among Chinese Scholars on Applications of ChatGPT in Schools. Future in Educational Research, 1(1), 72–101. https://doi.org/10.1002/fer3.10

Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410

Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024). Empowering Student Selfâ€Regulated Learning and Science Education through ChatGPT: A Pioneering Pilot Study. British Journal of Educational Technology, 55(4), 1328–1353. https://doi.org/10.1111/bjet.13454

Polat, H., Topuz, A. C., Yıldız, M., Taşlıbeyaz, E., & Kurşun, E. (2024). A Bibliometric Analysis of Research on ChatGPT in Education. International Journal of Technology in Education, 7(1), 59–85. https://doi.org/10.46328/ijte.606

Polverini, G., & Gregorcic, B. (2024). How Understanding Large Language Models Can Inform the Use of ChatGPT in Physics Education. European Journal of Physics, 45(2), 025701. https://doi.org/10.1088/1361-6404/ad1420

Pradana, M., Elisa, H. P., & Syarifuddin, S. (2023). Discussing ChatGPT in Education: A Literature Review and Bibliometric Analysis. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2243134

Qadir, J. (2023). Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education. 2023 IEEE Global Engineering Education Conference (EDUCON), 1–9. https://doi.org/10.1109/EDUCON54358.2023.10125121

Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783

Sharma, R. C., Kawachi, P., & Bozkurt, A. (2019). The Landscape of Artificial Intelligence in Open, Online and Distance Education: Promises and Concerns. Asian Journal of Distance Education, 14(2), 1–2.

Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423

Tijssen, R. J. W., & Van Raan, A. F. J. (1994). Mapping Changes in Science and Technology. Evaluation Review, 18(1), 98–115. https://doi.org/10.1177/0193841X9401800110

Vasconcelos, M. A. R., & dos Santos, R. P. (2023). Enhancing STEM Learning with ChatGPT and Bing Chat as Objects to Think with: A Case Study. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2296. https://doi.org/10.29333/ejmste/13313

Verma, G., Campbell, T., Melville, W., & Park, B.-Y. (2023). Navigating Opportunities and Challenges of Artificial Intelligence: ChatGPT and Generative Models in Science Teacher Education. Journal of Science Teacher Education, 34(8), 793–798. https://doi.org/10.1080/1046560X.2023.2263251

Wartman, S. A., & Combs, C. D. (2018). Medical Education Must Move From the Information Age to the Age of Artificial Intelligence. Academic Medicine, 93(8), 1107–1109. https://doi.org/10.1097/ACM.0000000000002044

Watts, F. M., Dood, A. J., Shultz, G. V., & Rodriguez, J.-M. G. (2023). Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments. Journal of Chemical Education, 100(10), 3806–3817. https://doi.org/10.1021/acs.jchemed.3c00664

Zhai, X. (2022). ChatGPT User Experience: Implications for Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418

Zheltukhina, M. R., Sergeeva, O. V., Masalimova, A. R., Budkevich, R. L., Kosarenko, N. N., & Nesterov, G. V. (2024). A Bibliometric Analysis of Publications on ChatGPT in Education: Research Patterns and Topics. Online Journal of Communication and Media Technologies, 14(1), e202405. https://doi.org/10.30935/ojcmt/14103

Downloads

Published

2025-10-17

Issue

Vol. 16 No. 3 (2025): September 2025

Section

Articles

License

Copyright (c) 2025 Jurnal Pendidikan Matematika dan IPA

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Creative Commons License
This work is licensed under a  Creative Commons Attribution 4.0 International License