Uma análise do uso de IA generativa como investigadora em pesquisas qualitativas em educação científica
DOI:
https://doi.org/10.33361/RPQ.2024.v.12.n.30.724Palavras-chave:
Análise qualitativa, Educação científica, TMC, ChatGPT, ClaudeResumo
O artigo avalia a eficácia de modelos de inteligência artificial generativa, especificamente ChatGPT 4.0 e Claude 2.0, na realização de pesquisas qualitativas na área de educação científica. Ao aplicar a Teoria da Mediação das Redes Cognitivas (CNMT) para analisar entrevistas de dois estudantes, constatou-se que Claude 2.0 superou o ChatGPT 4.0 na capacidade de reconhecer mediações cognitivas e distinguir entre condições de pré e pós-teste. Embora ambos os modelos tenham concordado sobre o conceito de evolução conceitual, Claude 2.0 demonstrou maior capacidade de detalhamento, notavelmente ao referenciar trechos específicos das entrevistas para apoiar suas análises quando solicitado. Em contraste, ChatGPT 4.0 exibiu dificuldades nessas áreas, mesmo quando fornecido com prompts adicionais. O estudo conclui reconhecendo a utilidade da IA, particularmente de Claude 2.0, para pesquisas qualitativas, enquanto também enfatiza o papel crítico da supervisão humana na detecção de potenciais deficiências dentro desses modelos.
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