The Impact of ChatGPT on Students' Problem-Solving Abilities in Chemistry Education: A Review Study
Keywords:
ChatGPT, Problem-Solving Abilities, Chemistry Education, Artificial Intelligence in Education, Digital LiteracyAbstract
This review synthesizes current conceptual, theoretical, and empirical literature on the impact of ChatGPT on students’ problem-solving abilities in Chemistry education. The findings indicate that ChatGPT possesses significant potential to function as a cognitive scaffold by enhancing conceptual understanding, analytical reasoning, and procedural fluency in complex Chemistry tasks. Through instant feedback, step-by-step explanations, and personalized guidance, the tool can reduce extraneous cognitive load and support learners within their Zone of Proximal Development, particularly in resource-constrained educational contexts. However, the literature also reveals substantial pedagogical concerns. Excessive and uncritical reliance on ChatGPT may foster cognitive dependency, superficial learning, weakened metacognitive regulation, and diminished independent analytical reasoning. Such outcomes risk undermining the development of higher-order problem solving skills essential for scientific inquiry and professional competence. The review emphasizes that the effectiveness of ChatGPT depends largely on structured pedagogical integration, guided usage models, and strong digital literacy frameworks. It recommends the adoption of AI integration policies that prioritize critical engagement, ethical use, and assessment strategies focused on reasoning rather than answer reproduction. Ultimately, a blended human–AI partnership is proposed as the most sustainable pathway for strengthening independent problem-solving competence in Chemistry education.
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