Dialogic vs. Structured AI in Physics Education: Theoretical Frameworks and Pedagogical Implications

Konstantinos T. Kotsis

Open source

DOI: 10.59324/ejceel.2025.3(5).02
Published: 2025-09-03
Container: European Journal of Contemporary Education and E-Learning
Publisher: AMO Publisher
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.59324/ejceel.2025.3-5-.02,
  title = {Dialogic vs. Structured AI in Physics Education: Theoretical Frameworks and Pedagogical Implications},
  author = {Konstantinos T. Kotsis},
  year = {2025},
  journal = {European Journal of Contemporary Education and E-Learning},
  doi = {10.59324/ejceel.2025.3(5).02},
  url = {https://doi.org/10.59324/ejceel.2025.3(5).02}
}

RIS

TY  - JOUR
TI  - Dialogic vs. Structured AI in Physics Education: Theoretical Frameworks and Pedagogical Implications
AU  - Konstantinos T. Kotsis
PY  - 2025
JO  - European Journal of Contemporary Education and E-Learning
DO  - 10.59324/ejceel.2025.3(5).02
UR  - https://doi.org/10.59324/ejceel.2025.3(5).02
ER  -

APA

Kotsis, K. T. (2025). Dialogic vs. Structured AI in Physics Education: Theoretical Frameworks and Pedagogical Implications. European Journal of Contemporary Education and E-Learning. https://doi.org/10.59324/ejceel.2025.3(5).02

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crossref · retrieved 2026-09-25T06:04:40.395Z