ISSN: 2226-3624
Open access
ChatGPT applications in STEM subjects (Science, Technology, Engineering, Mathematics) has a place in the teaching and learning phase of students. ChatGPT is important for students, because it is very helpful to publish ideas and explicitly analyze an idea. STEM learning with ChatGPT will support better self-learning with the help of teachers. The discussion of ChatGPT in STEM using the SCORE model is not much discussed compared to the model in other strategy planning tools. Therefore, this concept paper aims to describe strategy-based assessment in ChatGPT in STEM practice in Malaysia using the SCORE Model. The methodology used for this concept paper is the thorough analysis of ChatGPT in STEM using SCORE model that measured among five elements such as Strengths (S), Challenges (C), Options (O), Responses (R) and Effectiveness (E). The major findings show that SCORE model effectively can show the potential of ChatGPT in STEM by recognizing the strength, challenges, options, responses and effectiveness in educational context. This encourages students to use technology medium in helping them generate idea systematically. These qualities are supporting the ability of students to choose the right information in solving STEM problems. The limitation on this paper can be improving by using any other model to get variety of perspectives such as SWOT, TOWS, NOISE, and SOAR. This finding has important implications towards the better understanding of the student’s community using ChatGPT in STEM ethically and see the future potential. Further research might include the possibility of doing research on the qualitative parts in exploring more on the factors that can threaten the ChatGPT in STEM, especially for those students with low ability in technology.
Ab Hamid, E. A. H., Maskur, H., & Abdul Mutalib, R. (2023). The Use of ChatGPT Applications in Learning: Impact on Understanding and Student Engagement in TVET Institutions. Malaysian Journal of Information and Communication Technology (MyJICT), 8(2), 78–87. https://doi.org/10.53840/myjict8-2-98
Al-Abdullatif, A. M., & Alsubaie, M. A. (2024). ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy. Behavioral Sciences, 14(9), 845. https://doi.org/10.3390/bs14090845
Bai, L., Liu, X., & Su, J. (2023). ChatGPT: The cognitive effects on learning and memory. Brain?X, 1(3), 9. https://doi.org/10.1002/brx2.30
Darvishi, A., Khosravi, H., Sadiq, S., Gaševi?, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 18. https://doi.org/10.1016/j.compedu.2023.104967
English, L. D. (2023). Ways of thinking in STEM-based problem solving. ZDM - Mathematics Education, 0123456789. https://doi.org/10.1007/s11858-023-01474-7
Liang, Y., Zou, D., Xie, H., & Wang, F. L. (2023). Exploring the potential of using ChatGPT in physics education. Smart Learning Environments, 10(1), 52. https://doi.org/10.1186/s40561-023-00273-7
Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4), 15. https://doi.org/10.3390/educsci13040410
Ma, Q., Crosthwaite, P., Sun, D., & Zou, D. (2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Computers and Education: Artificial Intelligence, 7(July), 100278. https://doi.org/10.1016/j.caeai.2024.100278
Maduni?, J., & Sovulj, M. (2024). Application of ChatGPT in Information Literacy Instructional Design. Publications, 12(11), 1–20. https://doi.org/10.3390/publications12020011
Rasul, T., Nair, S., Kalendra, D., Robin, M., Santini, F. de O., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning & Teaching, 6(1), 17. https://doi.org/10.37074/jalt.2023.6.1.29
Valeri, F., Nilsson, P., & Cederqvist, A.-M. (2025). Exploring students’ experience of ChatGPT in STEM education. Computers and Education: Artificial Intelligence, 8, 12. https://doi.org/10.1016/j.caeai.2024.100360
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: a systematic review from 2011 to 2021. International Journal of STEM Education, 9(1), 59. https://doi.org/10.1186/s40594-022-00377-5
Desa, R. M., & Matore, M. E. E. M. (2025). ChatGPT Embryonic Stages in STEM Subject from Reflective Strategy Based Assessment. International Journal of Academic Research in Economics and Management Sciences, 14(1), 47–55.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode