Misinformation propagation in AI chatbots: implications for scientific inquiry and biochemistry education
Journal of Biological Education, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/00219266.2026.2737444
- Dergi Adı: Journal of Biological Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, BIOSIS, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Greenfile, Zoological Record, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: artificial intelligence, Chatbots, ChatGPT, Copilot, Gemini, scientific inquiry
- Gazi Üniversitesi Adresli: Evet
Özet
This study aims to assess the scientific accuracy of responses (outputs) from various Artificial Intelligence chatbots to biochemistry questions, with a particular focus on biochemical molecules. In this case study, five biochemistry questions were developed based on foundational disciplinary textbooks, with particular attention to concepts frequently associated with misconceptions or scientifically inaccurate explanations. Three widely used and publicly accessible AI chatbots–ChatGPT-4o, Gemini, and Co-pilot—were selected for evaluation. Each chatbot was presented with the same five questions, structured in a three-tier format to assess not only the accuracy of the selected answers but also the scientific validity of the accompanying explanations. The accuracy of their answers was assessed using a rubric designed to assess scientific rigour. The findings revealed differences in the scientific accuracy of the responses generated by the three chatbots. ChatGPT-4o demonstrated the highest overall accuracy, whereas Co-pilot and Gemini showed only a slight difference in their accuracy. Nevertheless, some chatbot responses contained scientifically inaccurate or misconception-consistent explanations. Although the findings are limited to the questions and chatbot versions examined, they highlight the importance of critically evaluating AI-generated content before using it in biochemistry education. Uncritical educational use of such responses may reinforce and disseminate scientific misconceptions.