January 2026
Beginner to intermediate
352 pages
8h 35m
English
Content preview from Degrees of Change
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Chapter 12Teaching with the Machine: Designing AI-Augmented Novices to Foster Critical Thinking and Computational Thinking in STEM Education
—Vishal Misra, Christopher V.H.-H. Chen, Adam Cannon, Columbia University
Artificial intelligence is rapidly transforming how students learn and how instructors teach. While early responses to ChatGPT and similar tools focused on banning or ignoring them, a different opportunity is emerging. If designed with care, AI can be used not only as a tutor but also as a foil, a mischief-maker, and even a stand-in for a novice peer. This chapter explores two Columbia University case studies that show how AI can deepen student learning.
The first case, in chemical engineering, introduces a deliberately flawed chatbot designed to mimic a confident but error-prone student. By critiquing its answers, students practice one of the hardest skills to teach in engineering: critical thinking. The second case, in computer science, examines how generative AI in introductory programming courses changes learning objectives and pedagogical strategies. Together, these examples suggest a broader framework for AI-augmented learning: using AI to promote critique, synthesis, and higher-order reasoning rather than shortcuts.
Introduction: The Dual Challenge of AI in STEM Education
When ChatGPT was released in late 2022, classrooms across the world faced an immediate disruption. Students embraced it quickly. By 2024, surveys showed that more than 80 percent of college ...
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