TY - GEN
T1 - Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula
AU - Doorsamy, Wesley
AU - Padayachee, Kershree
AU - Cornell, Alan S.
N1 - Publisher Copyright:
© 2025 IEEE.
PY - 2025
Y1 - 2025
N2 - Generative artificial intelligence has garnered significant interest in higher education, with growing concerns about its consequences for teaching, learning, and assessment. Educators are now faced with the task of adopting genAI into curricula in ways that are responsive to both the short- and long-term effects of this technological disruption on learning. This study considers these effects, focusing on the impacts of genAI on the intrinsic value of learning and its influences on shaping transformative encounters with knowledge in STEM curricula. The implications of incorporating genAI into outcomes and assessment tasks are examined using a constructivist approach based on taxonomies of cognitive skills involved in learning and STEM competency development namely, Bloom's and SOLO taxonomies, and Luckett's knowledge planes. The study offers insights into how the incorporation of genAI may influence conceptual knowledge building and the development of certain STEM graduate attributes and makes recommendations for teachers of STEM curricula.
AB - Generative artificial intelligence has garnered significant interest in higher education, with growing concerns about its consequences for teaching, learning, and assessment. Educators are now faced with the task of adopting genAI into curricula in ways that are responsive to both the short- and long-term effects of this technological disruption on learning. This study considers these effects, focusing on the impacts of genAI on the intrinsic value of learning and its influences on shaping transformative encounters with knowledge in STEM curricula. The implications of incorporating genAI into outcomes and assessment tasks are examined using a constructivist approach based on taxonomies of cognitive skills involved in learning and STEM competency development namely, Bloom's and SOLO taxonomies, and Luckett's knowledge planes. The study offers insights into how the incorporation of genAI may influence conceptual knowledge building and the development of certain STEM graduate attributes and makes recommendations for teachers of STEM curricula.
UR - http://www.scopus.com/inward/record.url?scp=105008195189&partnerID=8YFLogxK
U2 - 10.1109/EDUCON62633.2025.11016322
DO - 10.1109/EDUCON62633.2025.11016322
M3 - Conference contribution
AN - SCOPUS:105008195189
T3 - IEEE Global Engineering Education Conference, EDUCON
BT - EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings
PB - IEEE Computer Society
T2 - 16th IEEE Global Engineering Education Conference, EDUCON 2025
Y2 - 22 April 2025 through 25 April 2025
ER -