Using ChatGPT for Science Learning: A Study on Pre-service Teachers' Lesson Planning

IEEE Transactions on Learning Technologies, Год журнала: 2024, Номер 17, С. 1683 - 1700

Опубликована: Янв. 1, 2024

While ongoing efforts have continuously emphasized the integration of ChatGPT with science teaching and learning, there are limited empirical studies exploring its actual utility in classroom. This study aims to fill this gap by analyzing lesson plans developed 29 pre-service elementary teachers assessing how they integrated into learning activities. We first examined was subject domains, methods/strategies then evaluated using a GenAI-TPACK-based rubric. further teachers' perceptions concerns about integrating learning. Results show diverse number applications different domains—e.g., Biology (9/29), Chemistry (7/29), Earth Science (7/29). Fourteen types were identified plans. On average, scored high on modified TPACK-based rubric (M = 3.29; SD .91; 1-4 scale), indicating reasonable envisage particularly 'instructional strategies & ChatGPT' 3.48; .99). However, relatively lower exploiting ChatGPT's functions toward full potential 3.00; .93), compared other aspects. also several inappropriate use cases planning (e.g., as source hallucinated internet material technically unsupported visual guidance). Pre-service anticipated afford high-quality questioning, self-directed individualized support, formative assessment. Meanwhile, expressed accuracy risks that students may be overly dependent ChatGPT. They suggested solutions systemizing classroom dynamics between students. The underscores need for more research roles generative AI settings provides insights future AI-integrated

Язык: Английский

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Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?

Science & Education, Год журнала: 2024, Номер unknown

Опубликована: Янв. 29, 2024

Язык: Английский

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Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching

Behavioral Sciences, Год журнала: 2024, Номер 14(5), С. 373 - 373

Опубликована: Апрель 29, 2024

Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability impact school education. It is crucial investigate pre-service teachers’ viewpoints effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 teachers were analyzed explore predictors of behavioral intention design Gen AI-assisted teaching. Based on Unified Theory Acceptance and Use Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), anxiety, technology self-efficacy. Our findings revealed that social influence, performance expectancy significantly predicted GenAI-assisted However, effort facilitating conditions not statistically associated with intentions. These offer significant insights intricate relationships between influence perspectives intentions regarding technology.

Язык: Английский

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Generative AI in Academic Research: A Descriptive Study on Awareness, Gender Usage, and Views among Pre-Service Teachers

Journal of AI, Год журнала: 2024, Номер 8(1), С. 45 - 60

Опубликована: Апрель 25, 2024

This study investigated the engagement of Pre-Service Teachers (PSTs) with Generative AI (GAI) tools in their research projects, focusing on awareness, source usage pattern based gender, and views GAI academic research. We adopted a descriptive survey method to collect data from one hundred four PSTs across five institutions Ghana using five-point Likert-type instrument, which included an open-ended question. The quantitative were analyzed means, frequencies, percentages, standard deviations, independent samples t-test. findings revealed that are familiar tools, especially ChatGPT Google Bard. They learned about these through personal searches, recommendations friends, social media platforms. used writing all chapters Introduction Chapter being most common area application, followed by Discussion Findings Chapter, Literature Review Methodology, Summary Conclusion. also identified significant gender disparity use male exhibiting higher frequency compared female counterparts. Nonetheless, both genders expressed positive attitude towards research, noting among other benefits provided them confidence independence writing. However, they recognized inaccuracies information led skepticism relying solely for projects. Consequently, preference support supervisors, highlighting importance balanced approach combines human supervision While we recommend integrating teacher education programs, strongly suggest such integration should be complemented comprehensive guidance how can effectively conduct original advanced

Язык: Английский

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Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices

Journal of Science Education and Technology, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 18, 2024

Язык: Английский

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Generative AI in teacher education: Teacher educators’ perception and preparedness

Journal of Digital Educational Technology, Год журнала: 2025, Номер 5(1), С. ep2508 - ep2508

Опубликована: Янв. 28, 2025

This rapid study explores teacher educators’ perceptions of generative artificial intelligence (GenAI) in education, conducted through a descriptive survey involving 55 educators from two colleges education Ghana. A convenience sampling technique was adopted for data collection, and analysis using <i>exploratory factor analysis</i> used to identify primary factors shaping preparedness GenAI integration. Key findings reveal generally positive perception among the educators, who recognize GenAI’s potential support academic achievement, increase student engagement, improve communication within settings. The further indicate that background factors, such as age, years teaching experience, department, college, do not significantly predict their GenAI. Since none these measured were significant predictors, this suggests training resources should be broadly prioritized, accessible, heavily tailored specific demographic groups. However, identified concerns <i>barriers challenges</i> including ethical issues, fairness assessment, possible adverse effects on educator-student relationship. <i>communication independence</i> highlight need professional development, with emphasizing importance usage optimize its educational potential. concludes while benefits, there are essential practical challenges address. Recommendations include establishing clear policies guidelines guide implementation ensure usage. We recommend expansion research larger sample gather comprehensive insights acceptance levels

Язык: Английский

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From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT

Education Sciences, Год журнала: 2025, Номер 15(2), С. 206 - 206

Опубликована: Фев. 8, 2025

In the era of transformative technologies, generative artificial intelligence (genAI) offers profound opportunities and challenges for education. This study explores development execution an interactive workshop designed to equip educators with foundational genAI literacy. Using a design-based research (DBR) framework, leverages interactivity contextual relevance introduce concepts, prompting strategies ethical considerations. Participants engaged in scripted learning design, comparing human AI responses, exploring genAI’s probabilistic foundations, context dependency, vulnerability manipulation. Conducted across 12 workshops 191 participants Austria, this revealed significant improvements self-perceived understanding, 70% reporting better grades post-assessment evaluations. Feedback emphasized workshop’s strengths relevance, alongside recommendations deeper school-specific applications. Scalability analysis showed that duration remained consistent regardless group size, suggesting potential broader implementation. The findings highlight effectiveness design fostering critical literacy, preparing critically evaluate ethically integrate into pedagogical practices. adaptable model contributes discourse on professional AI-enhanced

Язык: Английский

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Pre-service science teachers’ perception on using generative artificial intelligence in science education

Contemporary Educational Technology, Год журнала: 2025, Номер 17(3), С. ep579 - ep579

Опубликована: Март 27, 2025

The development of generative artificial intelligence (AI) has started a conversation on its possible uses and inherent difficulties in the field education. It becomes essential to understand perceptions pre-service teachers about integration this technology into teaching practices as AI models including ChatGPT, Claude, Gemini acquire popularity. This investigation sought create valid trustworthy instrument for evaluating science teachers’ opinions implementation educational settings related science. work was undertaken within faculty education at Kazan Federal University. total number participants is 401 undergraduate students. process scale encompassed expert evaluation content validity, exploratory factor analysis, confirmatory assessments reliability. resultant consisted four dimensions: optimism utility education, readiness openness integration, AI’s role inclusivity engagement, concerns skepticism demonstrated robust psychometric properties, evidenced by elevated reliability coefficients. Cluster analysis unveiled distinct profiles based their responses, encompassing spectrum from enthusiastic skeptical disengaged individuals. study provides comprehensive perceptions, thereby informing teacher programs professional initiatives regarding responsible AI. Recommendations entail validation across varied contexts, exploration longitudinal changes, subject-specific applications

Язык: Английский

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Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program

Journal of Science Education and Technology, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 18, 2024

Abstract Integrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying GenAI tool evaluate content knowledge (PCK) among teachers. By holding interactive dialogues with GenAI, teachers engage lesson planning way that reveals their understanding content, pedagogy, and PCK while facilitating practical application theoretical knowledge. Interpretation these interactions provides insights into teachers-to-be skills, enabling personalized learning experiences targeted program adjustments. The underscores need equip necessary competencies utilize effectively teaching practices. It contributes ongoing discourse on technology’s role teacher preparation programs, highlighting potential addressing existing challenges evaluating developing via GenAI. suggested research directions aim further investigate usage implications educational contexts.

Язык: Английский

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Entre humanos y algoritmos: percepciones docentes sobre la exploración con IAG en la Enseñanza del Nivel Superior

Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, Год журнала: 2024, Номер 37, С. e6 - e6

Опубликована: Май 22, 2024

Este estudio explora las percepciones de la Inteligencia Artificial Generativa (IAG) entre docentes educación superior, utilizando una metodología cualitativa para profundizar en oportunidades y desafíos que presenta esta tecnología emergente. Los hallazgos destacan el potencial IAG repensar prácticas pedagógicas enseñanza al tiempo revelan inquietudes torno a cuestiones éticas integridad académica. Asimismo, se enfatiza importancia formación docente continua generación espacios reflexión colectiva universidad. El apunta necesidad un abordaje situado colaborativo, reconozca tanto como implicaciones complejas conlleva incorporación herramientas superior contemporánea.

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