Estudiantes e Inteligencia Artificial: estudio comparativo de respuestas creativas a problemas ambientales

Marina Bicalho Rodrigues; María José Ruíz Melero; Marta Sainz Gómez; María Rosario Bermejo García; Jane Chagas Ferreira; Suellen Cristina Rodrigues Kotz

Estudiantes e Inteligencia Artificial: estudio comparativo de respuestas creativas a problemas ambientales

Marina Bicalho-Rodrigues ^[1] ; María José Ruiz Melero ^[2] ; Marta Sainz Gómez ^[2] ; María Rosario Bermejo García ^[2] ; Jane Chagas Ferreira ^[1] ; Suellen Cristina Rodrigues Kotz ^[1]
1. [1] Universidade de Brasília
  
  Universidade de Brasília
  
  Brasil
2. [2] Universidad de Murcia
  
  Universidad de Murcia
  
  Murcia, España
Localización: Revista de investigación en educación, ISSN-e 2172-3427, ISSN 1697-5200, Vol. 23, Nº. 2, 2025, págs. 496-510
Idioma: español
DOI: 10.35869/reined.v23i2.6350
Títulos paralelos:
- Students and Artificial Intelligence: a comparative study of creative responses to environmental problems
Enlaces
- Texto completo (pdf)
Resumen
- español
  La creatividad está considerada como una habilidad esencial para enfrentar los desafíos ambientales. El objetivo de este estudio es comparar la creatividad humana y la creatividad artificial ante la resolución creativa de problemas ambientales. Participaron 29 estudiantes de 4º de Educación Primaria (37,90 % niños y 62,10 % niñas) con una edad media de 9,62 años, de una Escuela Pública del Distrito Federal – Brasil y el modelo de lenguaje Chat GPT. Los estudiantes participaron simultáneamente en dos programas: el primero de Educación Ambiental y el segundo de Estímulo de la Creatividad. Se valoraron tres dimensiones de la creatividad: fluidez, flexibilidad y originalidad. Los resultados indican que los estudiantes generaron un total de 147 ideas (M=5,17; DT=2,89), mientras que Chat GPT generó 10. Todas las ideas se distribuyeron en 17 categorías, los estudiantes abarcaron 16 (M=3,7; DT=1,43) y Chat GPT sólo 7 categorías. En cuanto a la originalidad, 67 (45,48 %) de las ideas de los estudiantes y 5 (50 %) del Chat GPT fueron consideradas originales. La evaluación de los expertos indica que las respuestas de los estudiantes son más innovadoras, mientras que las respuestas de la IA son más útiles y realistas
- English
  Creativity has emerged as an essential skill for addressing environmental challenges. The objective of this study is to compare human and artificial creativity in solving environmental problems. Twenty-nine 4th-grade students (37,90% boys and 62,10% girls) from a public school in the Federal District of Brazil, with an average age of 9,62 years, participated, along with the language model ChatGPT. The students took part in two simultaneous programs: the first focused on environmental education, and the second on fostering creativity. Three dimensions of creativity were assessed: fluency, flexibility, and originality. The results show that the students generated a total of 147 ideas (M = 5,17; SD = 2,89), while ChatGPT generated 10. All ideas were grouped into 17 categories, with students covering 16 (M = 3,7; SD = 1,43) and ChatGPT 7. Regarding originality, 67 (45,48%) of the students' ideas and 5 (50%) of ChatGPT's were considered original. Expert evaluations suggest that the students' responses were more innovative, while the AI's responses were more practical and realistic.
Referencias bibliográficas
- Alencar, E. y Fleith, D. (2009). Criatividade: Múltiplas perspectivas (3ª ed.). Editora UnB.
- Amabile, T.M. (1996). Creativity in context: Update to the social psychology of creativity. Westview Press.
- Amabile, T. (2020). Creativity, artificial intelligence, and a world of surprises. Academy of Management Discoveries, 6(3), 351-354. https://doi.org/10.5465/amd.2019.0075
- Bardin, L. (2016). Análise de conteúdo. Edições 70.
- Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity,...
- Campos Cancino, G. (2024). ¿Cómo es el profesorado creativo? Un estudio descriptivo desde la voz del alumnado. Revista de Investigación en...
- Clark, R.M., Stabryla, L.M. y Gilbertson, L.M. (2020). Sustainability coursework: Student perspectives and reflections on design thinking....
- Corral, V. (2001). Comportamiento proambiental: Una introducción al estudio de las conductas protectoras del ambiente. Resma.
- Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discover and invention. HarperCollins.
- Glăveanu, V.P. (2014). Distributed creativity: Thinking outside the box of the creative individual. Springer.
- Guilford, J.P. (1950). Creativity. American Psychologist, 5(9), 444-454.
- Grupo de Trabalho da Sociedade Civil para a Agenda 2030 (2023). VII Relatório luz da sociedade civil da agenda 2030 de desenvolvimento sustentável...
- Hennessey, B. y Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569-598. https://doi.org/10.1146/annurev.psych.093008.100416
- Hokanson, B. (2006). Creativity in the design curriculum. Journal of Visual Literacy, 26(1), 41-52. https://doi.org/10.1080/23796529.2006.11674631...
- Kaufman, J. (2018). Creativity as a stepping stone toward a brighter future. Journal of Intelligence, 6(2), Article 21. https://doi.org/10.3390/jintelligence6020021
- Kimura, Y. (2024). How can we prepare learners to realize an equitable society?: From the perspective of the sustainable development goals...
- Kotz, S. y Sobrinho, A. (2024). Analysis of Creativity Based on Individual Beliefs: A Study with Architects Pursuing Teaching Careers. En...
- Lubart, T. (2007). Psicologia da criatividade (M. Moraes, Trad.). Artmed.
- Marouli, C. (2021). Sustainability education for the future? Challenges and implications for education and pedagogy in the 21st century. Sustainability,...
- Miranda Ruiz, P.J., Quintana Serrano, K.N., Mamarandi Zambrano, K.A. y Yupa Rodríguez, S.E. (2024). Inteligencia artificial: Un potencial...
- Moran, S. (2020). Life purpose in youth: Turning potential into a lifelong pursuit of prosocial contribution. Journal for the Education of...
- Neves-Pereira, M. y Fleith, D. (2020). Teorias da criatividade. Alínea.
- Patston, T., Kaufman, J., Cropley, A. y Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula....
- Pinheiro, J.Q. y Pinheiro, T.F. (2007). Cuidado ambiental: Ponte entre psicologia e educação ambiental? Psico, 38(1), 5-34. https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/1921...
- Pitanga, R. (2019). A educação ambiental crítica como fundamentação teórica da pedagogia 4Cs: Criticidade, cientificidade, colaboração e criatividade....
- Reddy, A. (2022). Artificial everyday creativity: Creative leaps with AI through critical making. Digital Creativity, 33(4), 295-313. https://doi.org/10.1080/14626268.2022.2138452
- Reiter-Palmon, R. y Forthmann, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics,...
- Rodrigues, M. y Chagas-Ferreira, J. (2024). Por uma cultura criativamente ecológica. Revista Eletrônica do Mestrado em Educação Ambiental,...
- Romo-Pérez, V., García-Soidán, J., Özdemir, A. y Leirós-Rodríguez, R. (2023). ChatGPT ha llegado: ¿Y ahora qué hacemos? La creatividad, nuestro...
- Runco, M. (2020). Creativity complex. En S. Pritzker y M. Runco (Eds.) Encyclopedia of creativity (pp. 258-262). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23807-8
- Runco, M. y Albert, R. (2010). Creativity research: A historical view. En J. Kaufman y R. Sternberg (Eds.). The Cambridge handbook of creativity...
- Runco, M. y Jaeger, G. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96. https://doi.org/10.1080/10400419.2012.650092...
- Selby, E., Treffinger, D., Isaksen, S. y Lauer, K. (2004). Defining and assessing problem-solving style: Design and development of a new tool....
- Sternberg, R. (2024). Do not worry that generative AI may compromise human creativity or intelligence in the future: It already has. Journal...
- Sukma, E., Ramadhan, S. y Indriyani, V. (2020). Integration of environmental education in elementary schools. Journal of Physics: Conference...
- Torrance, E.P. (1966). Torrance tests of creative thinking: Figural and verbal forms. Personal Press.
- Treffinger, D. (2021). Practice problems for creative problem solving (3ª ed.). Routledge. https://doi.org/10.4324/9781003237211
- United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainab...
- Valencia, G.E., Barragán, R. del L., Ledesma, S.C. y Moraima, P. (2024). Impacto de la inteligencia artificial generativa en la creatividad...
- Vinchon, F., Lubart, T., Bartolotta, S., Gironnay, V., Botella, M., Bourgeois-Bougrine, S. y Gaggioli, A. (2023). Artificial intelligence...
- Virapongse, A., Brooks, S., Metcalf, E., Zedalis, M., Gosz, J., Kliskey, A. y Alessa, L. (2016). A social-ecological systems approach for...
- Wang, X., Chen, Q., Zhuang, K., Zhang, J., Cortes, R., Holzman, D. y Qiu, J. (2024). Semantic associative abilities and executive control...
- Weiner, R. (2000). Creativity and beyond: Culture, values, and change. State University of New York Press.
- Zhou, X., Zhang, F., Shan, L. y Lin, C. (2023). Research on the current situation and problems of ecological civilization education for contemporary...