From Relativity Theory to the Age of AI: Navigating Disruptive Scientific Ideas in University Education

Yang Li; Xiangqian Zhang; Haiyu Zhang; Shirley A. Padua

doi:10.2991/978-2-38476-364-1_8

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From Relativity Theory to the Age of AI: Navigating Disruptive Scientific Ideas in University Education

----A Case Study on Physics Education

Authors

Yang Li¹^{, *}, Xiangqian Zhang², Haiyu Zhang¹, Shirley A. Padua³

¹School of Educational Science, Minzu Normal University of Xingyi, Xingyi, 562400, China

²Independent Researcher, No. 111, Erlong New Street, Tongda Town, Lujiang County, Anhui, 231533, China

³School of Education, Philippine Women’s University, 1743 Taft Avenue, Manila, 1004, Philippines

^*Corresponding author. Email: 14014772@qq.com

Corresponding Author

Yang Li

Available Online 17 March 2025.

DOI: 10.2991/978-2-38476-364-1_8 How to use a DOI?
Keywords: AI; education reform; critical thinking in science
Abstract: This study explores how to address the challenges and opportunities brought by artificial intelligence (AI) in university physics education through the cultivation of students’ disruptive scientific thinking. The history of physics, marked by multiple disruptive theories such as relativity and quantum mechanics, provides valuable educational cases. These cases reveal that innovative thinking and a questioning spirit are crucial for scientific progress. With the widespread application of AI in education, students gain a more personalized and intuitive learning experience, but there is also a risk of diminished critical thinking due to reliance on AI. To address this, the paper proposes a series of educational reform strategies aimed at enhancing students’ creativity and innovation through curriculum design, interdisciplinary integration, and experimental projects. The findings contribute to understanding how to balance technological application with independent thinking in the AI era, advancing the development of university education.
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the 2024 4th International Conference on Education, Language and Art (ICELA 2024)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 17 March 2025
ISBN: 978-2-38476-364-1
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-364-1_8 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Yang Li
AU  - Xiangqian Zhang
AU  - Haiyu Zhang
AU  - Shirley A. Padua
PY  - 2025
DA  - 2025/03/17
TI  - From Relativity Theory to the Age of AI: Navigating Disruptive Scientific Ideas in University Education
BT  - Proceedings of the 2024 4th International Conference on Education, Language and Art (ICELA 2024)
PB  - Atlantis Press
SP  - 48
EP  - 53
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-364-1_8
DO  - 10.2991/978-2-38476-364-1_8
ID  - Li2025
ER  -

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