An Examination of Science Teachers’ Views, Uses, and Pedagogical Approaches Regarding Artificial Intelligence Technologies
DOI:
https://doi.org/10.46328/ijonse.6989Keywords:
Artificial intelligence, AI tools, Science education, Educational levelAbstract
The purpose of this study is to examine science teachers’ views on artificial intelligence (AI) technologies, their areas of use, and their pedagogical approaches. Conducted within a qualitative research design, the study involved semi-structured interviews with 24 science teachers from different educational levels, selected through maximum variation sampling. The collected data were analyzed using thematic analysis. The findings indicate that the majority of teachers perceive AI tools as practical and time-saving resources, particularly for content creation, lesson planning, presentation preparation, and assessment processes. The study reveals notable differences in teachers’ experiences with AI tools, usage patterns, integration practices, and ethical awareness depending on their educational levels. Specifically, as teachers’ educational levels increase, greater diversity in AI use, deeper pedagogical integration, and a more critical perspective toward AI technologies emerge. These findings suggest that in-service professional development programs for science teachers should be differentiated according to teachers’ educational levels. In particular, teachers holding undergraduate degrees and non-thesis master’s degrees require more intensive support to enhance the pedagogical integration of AI technologies.
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