El Movimiento Rectilíneo Uniforme y su enseñanza: un estudio comparativo de la Inteligencia Artificial en la planificación curricular

Abstract

Lesson planning is an essential but demanding task in the teaching work, especially in topics such as the Uniform Rectilinear Movement (URM), which require pedagogical structure and conceptual clarity. This research analyzes the use of ChatGPT and Gemini artificial intelligence chatbots as support tools to develop micro-curricular lesson plans based on the URM, in order to evaluate their effectiveness, relevance, and applicability in the Ecuadorian educational context. The study was conducted in three stages: a systematic literature review (2020–2024) The research was developed in three stages: a systematic review of literature (2020-2024) under the PRISMA methodology; the elaboration of lesson plans through a prompt designed with the Iterative Methodology for the Generation of Didactic Prompts (IMGDPro), using criteria from the Ministry of Education; and expert validation of an instrument using Aiken’s V coefficient, which was later applied to secondary and higher education teachers with experience in physics. The results shows that both chatbots should generate valid lesson plans, with a clear structure and activities aligned with the curriculum. ChatGPT shows greater consistency in evaluation criteria and didactic clarity, while Gemini highlighted for it´s sequencing. Teacher’s perceptions were positives, recognizing the potential of it tools as complementary resources, although they underlined the importance of human pedagogic criteria for its proper use. It is concluded that AI chatbots should be valuable allies in educational lesson planning, provided that they are used as a complement to professional teaching knowledge and are adapted to the needs of the classroom.