  This study explores the potential of Generative AI chatbots (GenAIbots) such
as ChatGPT and Bing Chat, in Chemistry education, within a constructionist
theoretical framework. A single-case study methodology was used to analyse
extensive interaction logs between students and both AI systems in simulated
Chemistry learning experiences. The results highlight the ability of ChatGPT
and Bing Chat to act as 'agents-to-think-with', fostering critical thinking,
problem-solving, concept comprehension, creativity, and personalised learning
experiences. By employing a Socratic-like questioning approach, GenAIbots
nurture students' curiosity and promote active learning. The study emphasises
the significance of prompt crafting, a technique to elicit desired responses
from GenAIbots, fostering iterative reflections and interactions. It underlines
the need for comprehensive educator training to effectively integrate these
tools into classrooms. The study concludes that while ChatGPT and Bing Chat as
agents-to-think-with offer promising avenues to revolutionise STEM education
through a constructionist lens, fostering a more interactive, inclusive
learning environment and promoting deeper comprehension and critical thinking
in students across diverse Chemistry topics, ChatGPT consistently outperformed
Bing Chat, providing more comprehensive, detailed, and accurate responses and
skillfully addressing nuances and context.
