Resumen
En esta investigación se analizaron protocolos de laboratorio generados por inteligencia artificial para la enseñanza de la química, con el propósito de comparar su seguridad, valor didáctico y correspondencia con criterios de química verde. Se desarrolló un estudio de enfoque mixto, carácter exploratorio y alcance comparativo, basado en la generación de un corpus documental sobre temas introductorios de química mediante distintos sistemas de inteligencia artificial y diferentes prompts, posteriormente evaluados con una rúbrica analítica y una revisión complementaria de métricas formales de seguridad y química verde. Los hallazgos mostraron que el desempeño de los modelos dependió tanto del sistema utilizado como del tipo de prompt, aunque el efecto de la instrucción tuvo mayor influencia en la calidad final de los textos. En conjunto, los protocolos presentaron mejor desempeño en valor didáctico que en seguridad y química verde, por lo que su uso requiere validación experta previa en contextos formativos.
Citas
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