The integration of artificial intelligence (AI) into educational practices has gained significant attention in recent years. This study investigates the potential of ChatGPT-3.5 as a tool for enhancing chemistry education at primary and secondary school levels, focusing on both its applications and limitations. ChatGPT, a generative AI model developed by OpenAI, provides a versatile tool for generating text, answering questions, and supporting diverse educational activities. However, the study emphasizes that its practical implementation comes with notable challenges. Key risks associated with using ChatGPT include the limitations of its knowledge base, such as outdated information, unreliable data generation, risks of plagiarism, and the creation of fictitious references. Moreover, issues such as incorrect chemical calculations, inaccuracies in balancing chemical equations, and errors in Czech chemical terminology further limit its utility without proper oversight.

Despite these drawbacks, the article highlights several innovative applications of ChatGPT-3.5 that can enhance chemistry education. For instance, educators can use ChatGPT for lesson planning, including developing clear teaching objectives, structuring lesson content, and designing engaging student activities. ChatGPT can also support the generation of questions tailored to different levels of Bloom’s taxonomy, enabling differentiated instruction. Furthermore, it can assist in creating imaginative narratives, such as chemistry-themed stories, fairy tales, or even plays, which can be used to contextualize scientific concepts in an imaginative way. For laboratory practice, ChatGPT can propose experimental setups, draft student lab protocols, and suggest inquiry-based activities to foster scientific curiosity. A unique educational application is the use of ChatGPT's errors as learning opportunities, where students identify and correct mistakes, thereby improving their critical thinking and problem-solving skills.

The role of the teacher remains crucial when using ChatGPT in educational settings. Teachers must verify the accuracy and relevance of the outputs and adapt them to fit specific educational goals and contexts. The study concludes that, when used thoughtfully and with proper guidance, ChatGPT-3.5 can serve as a valuable aid in chemistry education, promoting both creativity and efficiency. However, addressing its limitations and further development AI tools will be essential to fully unlock their potential in educational context.

Keywords: Chemistry education, Artificial intelligence, teachers.