Abstract

Background: Traditional science education often struggles to connect theoretical concepts with real-world applications, resulting in fragmented understanding and limited hands-on experience. Purpose: This study explores the integration of kitchen microwave ovens as objects-to-think-with and ChatGPT as an agent-to-think-with, aiming to inform approaches for enhancing active learning among high school and university students. Sample: The investigation focused on microwave heating of packaged Baked Spinach with Cheese Sauce in a turntable-less microwave oven, addressing a real-world challenge posed by a food manufacturer regarding uneven heating. This study was conducted as a researcher-led inquiry rather than a classroom-based experiment with a formal sample size. Design and methods: An inquiry-driven approach was employed, leveraging ChatGPT’s adaptability to facilitate guided discussions across physics, chemistry, engineering, materials science, and food technology. Beyond conceptual engagement, ChatGPT supported students in designing and interpreting hands-on experiments. Results: Experimental trials examined the effects of aluminum foil shielding, food orientation, and repositioning within the microwave cavity. These trials provided insights into temperature distribution and material interactions with microwaves. Iterative inquiry, fact-checking, and experimental validation helped refine understanding of microwave heating mechanisms and develop problem-solving skills. Conclusions: This study demonstrates that integrating tangible and digital objects-to-think-with empowers learners to actively explore and test scientific principles. The inquiry-driven approach fosters deeper engagement, bridges classroom learning with real-world applications, and promotes experimental ingenuity.