Some participants' ChatGPT interactions followed a pattern of inquiry-based learning with iterative prompt refinement¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Several participants posed follow-up questions, refined prompts over time, and used ChatGPT's suggestions to shape instructional practices; this iterative engagement was mentioned by four participants. → Saadet Korucu-Kış 2026

Evidence¶

Saadet Korucu-Kış 2026¶

Saadet Korucu-Kış, Arif Bakla. (2026). Exploring pre-service EFL teachers’ perceptions, use cases and questioning practices of ChatGPT during practicum: a critical digital pedagogy perspective. Instructional Science. https://doi.org/10.1007/s11251-026-09783-6

q2 · i? · qualitative · r2

Thematic finding from reflective essays and focus group interviews in the case study. Participants documented classroom events and turned to ChatGPT for clarification; the article reports the ability to return and adjust prompts enabled exploring perspectives before decisions, mentioned by four participants.

"Several participants reported that their interactions with ChatGPT followed a pattern of inquiry-based learning."

Discussion¶

Related Claims¶

• More than half of participants' ChatGPT queries sought knowledge or advice, with methodological knowledge and classroom management the largest prompt categories
• Participants' prompting was often limited, with poorly formulated prompts leading to vague or unhelpful outputs
• GenAI novices develop prompting strategies through trial and error, starting from zero-shot prompts and refining them after unsatisfactory outputs — a broader claim this one bears on
• Positive attitudes toward ChatGPT increased from before to during the practicum — related