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Modern education in STEM and in the individual subjects in this domain, not only focuses on the knowledge and skills of these domains, but also has several more general goals such as critical thinking, personal development, general problem-solving skills and contributing to citizenship development. In this chapter we report on how over the last few years we have developed our teaching in secondary education, particularly in the subject of Chemistry, under the influence of the progressively more intensive introduction of GenAI. First we describe our phenomenological perspective (our RET approach, which stands for Reflective Experiential Transfer) and also give a picture of the educational IVP-approach. IVP is a concrete elaboration of our ‘whole person perspective’ on (STEM) education and provides tools to address the student experience (Inner Attitude), the external value created by activities (Value Formula), and strategies for problem solving and the use of GenAI. Following a phenomenographic methodology we first describe step by step how we developed our IVP method (which did not initially include GenAI) from our classroom practice, in an ongoing process that then leads to its further development until it incorporates the reality of GenAI in education. The latter means that GenAI is not only used as a tool by teachers and students, but also that students learn to use GenAI in an effective, interactive, and responsible way. The question that was central in this quest for development was: ‘how can we realize modern STEM education that includes GenAI?’ As a second step in this phenomenographic agenda, we analyzed and reflected on these data and on the narrative. This led to three types of conclusions: (a) about the dynamics of our journey and the interactions between different aspects of our IVP-method and GenAI, (b) about the outcomes of our journey and their meaning for the position of GenAI in (STEM) education in general, and (c) about the concrete outcomes of our journey and their meaning for GenAI inclusive (STEM) education. Our IVP framework proved suitable for teaching students how to use GenAI effectively and responsibly.

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“ChatGPT!, Finally, a Colleague Who Understands Me!”

  • 章节

  • 发表日期：

    2026年

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  • Ruud Heesen,
  • Ruurd Taconis

摘要

Modern education in STEM and in the individual subjects in this domain, not only focuses on the knowledge and skills of these domains, but also has several more general goals such as critical thinking, personal development, general problem-solving skills and contributing to citizenship development. In this chapter we report on how over the last few years we have developed our teaching in secondary education, particularly in the subject of Chemistry, under the influence of the progressively more intensive introduction of GenAI. First we describe our phenomenological perspective (our RET approach, which stands for Reflective Experiential Transfer) and also give a picture of the educational IVP-approach. IVP is a concrete elaboration of our ‘whole person perspective’ on (STEM) education and provides tools to address the student experience (Inner Attitude), the external value created by activities (Value Formula), and strategies for problem solving and the use of GenAI. Following a phenomenographic methodology we first describe step by step how we developed our IVP method (which did not initially include GenAI) from our classroom practice, in an ongoing process that then leads to its further development until it incorporates the reality of GenAI in education. The latter means that GenAI is not only used as a tool by teachers and students, but also that students learn to use GenAI in an effective, interactive, and responsible way. The question that was central in this quest for development was: ‘how can we realize modern STEM education that includes GenAI?’ As a second step in this phenomenographic agenda, we analyzed and reflected on these data and on the narrative. This led to three types of conclusions: (a) about the dynamics of our journey and the interactions between different aspects of our IVP-method and GenAI, (b) about the outcomes of our journey and their meaning for the position of GenAI in (STEM) education in general, and (c) about the concrete outcomes of our journey and their meaning for GenAI inclusive (STEM) education. Our IVP framework proved suitable for teaching students how to use GenAI effectively and responsibly.