Problem Framing in the AI era: a new model
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arXiv
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| Format: | Preprint |
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2025
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| author | Tuveri, Matteo Steri, Arianna Fanti, Viviana |
| author_facet | Tuveri, Matteo Steri, Arianna Fanti, Viviana |
| contents | Effective problem-solving in physics extends beyond the mere application of mathematical formulas; it necessitates an understanding of how mathematical concepts connect to and reflect the physical world. A strong epistemological framework based on problem framing (PF) is essential for students, as it enables them to justify their mathematical decisions and recognize the relationship between abstract mathematics and real-world physical phenomena. This becomes increasingly important in the age of artificial intelligence (AI), where the use of Large Language Models (LLMs) in education is growing rapidly. This paper explores the impact of AI, specifically LLMs like ChatGPT, on upper-level students' PF in physics education. Building on existing models, in this exploratory theoretical paper, we propose a novel three-dimensional framework grounded in Situated Cognition Theory and Greeno's extended semantic model, aiming to elucidate how AI could influence students' epistemological framing during Cooperative Problem Solving activities (CPS). We advocate for instructors to encourage AI-assisted CPS to foster critical thinking and enhance student engagement with real-world scenarios. Preliminary results suggest that ChatGPT can aid in developing symbolic and visual languages within problem framing, though further research is needed to confirm these findings and investigate the potential of AI-driven intelligent tutoring systems for personalized learning. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2503_17040 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Problem Framing in the AI era: a new model Tuveri, Matteo Steri, Arianna Fanti, Viviana Physics Education Effective problem-solving in physics extends beyond the mere application of mathematical formulas; it necessitates an understanding of how mathematical concepts connect to and reflect the physical world. A strong epistemological framework based on problem framing (PF) is essential for students, as it enables them to justify their mathematical decisions and recognize the relationship between abstract mathematics and real-world physical phenomena. This becomes increasingly important in the age of artificial intelligence (AI), where the use of Large Language Models (LLMs) in education is growing rapidly. This paper explores the impact of AI, specifically LLMs like ChatGPT, on upper-level students' PF in physics education. Building on existing models, in this exploratory theoretical paper, we propose a novel three-dimensional framework grounded in Situated Cognition Theory and Greeno's extended semantic model, aiming to elucidate how AI could influence students' epistemological framing during Cooperative Problem Solving activities (CPS). We advocate for instructors to encourage AI-assisted CPS to foster critical thinking and enhance student engagement with real-world scenarios. Preliminary results suggest that ChatGPT can aid in developing symbolic and visual languages within problem framing, though further research is needed to confirm these findings and investigate the potential of AI-driven intelligent tutoring systems for personalized learning. |
| title | Problem Framing in the AI era: a new model |
| topic | Physics Education |
| url | https://arxiv.org/abs/2503.17040 |