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This conference paper written by Abdelaal et. al in December 2019 on ResearchGate discusses the dangers of allowing students to use AI, leading to cheating.

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This conference paper written by Abdelaal et. al in December 2019 on ResearchGate discusses the dangers of allowing students to use AI, leading to cheating.

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Want to use this source to discuss using AI for generating articles/using it to write papers.

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This review by Nitin Rane on October 19, 2023 on SSRN has a chart of the pros and cons for the use of AI in biochemical research. It also discusses how AI can be used in research and drug design.

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This review by Nitin Rane on October 19, 2023 on SSRN has a chart of the pros and cons for the use of AI in biochemical research. It also discusses how AI can be used in research and drug design.

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Has a chart of contributions and challenges for use of AI I want to use. Also discusses the use of AI in modern scientific advancement and drug design.

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This review by Yang et al posted on Nature on March 14, 2023, discusses the LLM AlphaFold2, which uses AI to generate protein structures and amino acid sequences, which is an extremely applicable use of AI in science.

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This review by Yang et al posted on Nature on March 14, 2023, discusses the LLM AlphaFold2, which uses AI to generate protein structures and amino acid sequences, which is an extremely applicable use of AI in science.

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AlphaFold2 is based on LLM AI, so I want to talk about the pros of using AI in science.

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This article on The Dallas Observer, published September 13, 2023 by Simone Carter discusses some negative side effects of students using ChatGPT, such as losing the ability to critically think and using it to cheat.

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This article on The Dallas Observer, published September 13, 2023 by Simone Carter discusses some negative side effects of students using ChatGPT, such as losing the ability to critically think and using it to cheat.

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There is a lot of talk of ChatGPT reducing the critical thinking of students. It also talks about how students can use ChatGPT to cheat.

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CheatGPT: Will Artificial Intelligence Make Students Smarter or Dumber?

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AI is here, and it’s in schools. Many educators in North Texas question whether it’s a welcome visitor or something that will doom our students.

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This National Academies article by Sara Frueh pulished November 6, 2023 discusses how generative AI can be used by scientists to design experiments and quantify data.

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This National Academies article by Sara Frueh pulished November 6, 2023 discusses how generative AI can be used by scientists to design experiments and quantify data.

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How AI can be used by scientists to design experiments and quantify data/

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How AI Is Shaping Scientific Discovery | National Academies

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A recent workshop at the National Academies explored the present and future of artificial intelligence in advancing discovery across a range of scientific fields, from physics to neurology to meteorology.

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This July 25, 2023 article was posted to Medium written by Frederick Hess. It uses a good quote about how using AI isn't necessarily bad for students, but removes the baseline knowledge from the subject its used on.

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This July 25, 2023 article was posted to Medium written by Frederick Hess. It uses a good quote about how using AI isn't necessarily bad for students, but removes the baseline knowledge from the subject its used on.

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"With GPS, the first ride is smoother. Easier to get there, much less likely to get lost. But, at least if you are like me, you can go places many times and still not really know how to get there. When your brain doesn’t have to do the work itself, it doesn’t make the needed connections and thus it doesn’t develop, perhaps even atrophies.

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AI Isn’t the Problem. It’s How We Use It, Especially in Schools

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In “Straight Talk with Rick and Jal,” Harvard University’s Jal Mehta and I examine some of the reforms and enthusiasms that permeate…

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Educators are the best option for fixing this issue, especially in science. Professors can remove mundane/routine question that can easily be answered using AI, and should instead ask questions that force/foster critical thinking and synthesis of multiple ideas, which is much more reflective of a job in scientific research. Also, teaching students how to use AI, such as coding and teaching key word questions, will make them far more prepared to use AI in the workforce as opposed to using it for cheating.

We are all stakeholders in this issue. Science students will be R&D officers in pharma, doctors, researchers, biotech scientists, and so on. If students continue to be given assignments that that easily be AI'ed, we will all suffer at the hands of an incompetent scientific workforce.

Constraints - It is very hard to prevent cheating, especially in this new era of generative AI. Also, telling students that they can use AI but only in an augmentary way can quickly become a slippery slope. Finally, allowing students to use ChatGPT is far less useful than teaching them to manipulate LLM and how to use applicable forms of AI, like teaching Python commands to use AlphaFold or Pymol.

Affordances - Science is quickly becoming an AI dominated field, so knowing how to manipulate it is a very usable skill. Teaching students how to synthesize information and critically think will get rid of a lot of busy work, which don't actually improve scientific knowledge and just make more work for students and graders. Teaching students how to use chat bots can help them in research professions use AI to help design experiments.

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This research article written by Snyder/Snyder published in the Delta Pi Epsilon Journal in the Spring/Summer 2008 journal describes how critical thinking can be utilized in students by reducing busy work and giving them assignments that require deep thinking.

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This research article written by Snyder/Snyder published in the Delta Pi Epsilon Journal in the Spring/Summer 2008 journal describes how critical thinking can be utilized in students by reducing busy work and giving them assignments that require deep thinking.

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This research article by Callan et al published in ERIC in October, 2016, shows that metacognition is a more useful tool for learning than memorization and leads to better learning outcomes.

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This research article by Callan et al published in ERIC in October, 2016, shows that metacognition is a more useful tool for learning than memorization and leads to better learning outcomes.