TY  - JOUR
T1  - The Opinions of Academics on the Usage of Artificial Intelligence Tools in Primary Schools
TT  - Yapay Zekâ Araçlarının İlkokulda Kullanılmasına Yönelik Akademisyen Görüşleri
AU  - Ölçer, Sena
AU  - Cesur, Burak
AU  - Kurşun - Şen, Zehra
AU  - Çetinkale, Elçin
AU  - Gök, Bilge
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.33418/education.1515939
JF  - Educational Academic Research
JO  - EAR
PB  - Ataturk University
WT  - DergiPark
SN  - 2822-3535
SP  - 67
EP  - 80
IS  - 57
LA  - en
AB  - Within the scope of this research, it is aimed to obtain academician opinions on the use of artificial intelligence applications such as ChatGPT in the teaching-learning process and classroom applications in primary schools. In this research, the case study method, which is one of the qualitative research approaches, was used. The study group of the research consists of 10 academicians working in state and foundation universities. A semi-structured interview form prepared by the researchers was used as a data collection tool. The data obtained were analyzed by content analysis method. The findings reveal that artificial intelligence tools make significant contributions to the teaching-learning process in areas such as measurement and evaluation and material preparation; to teachers in terms of saving time and understanding the curriculum; to professional development in terms of following the literature and improving field knowledge; and to students in areas such as increasing motivation and supporting individual learning. However, negative aspects such as ethical and security issues, weakening of higher-order thinking skills in students, and mislearning were also pointed out. In addition, it was stated that artificial intelligence tools can be used effectively in various classroom applications in social studies, Turkish, mathematics and science courses. The study emphasizes the importance of balanced and conscious integration of artificial intelligence in education.
KW  - Academic opinions
KW  - ChatGPT
KW  - artificial intelligence
N2  - Bu araştırma, yapay zekâ tabanlı uygulamaların, özellikle ChatGPT gibi dil modellerinin, ilkokullarda öğretme-öğrenme sürecinde ve sınıf içi uygulamalarda nasıl kullanılabileceğine ilişkin akademisyen görüşlerini ortaya koymayı amaçlamaktadır. Araştırmada, nitel araştırma desenlerinden biri olan durum çalışması yöntemi kullanılmıştır. Çalışma grubunu, Türkiye'deki farklı devlet ve vakıf üniversitelerinde görev yapan, sınıf eğitimi alanında uzman 10 akademisyen oluşturmaktadır. Katılımcılar, amaçlı örnekleme yöntemiyle belirlenmiş ve veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen nitel veriler, içerik analizi yöntemiyle sistematik bir biçimde analiz edilmiştir. Araştırmanın bulguları, yapay zekâ araçlarının özellikle ölçme-değerlendirme, materyal hazırlama ve müfredatı anlama gibi alanlarda öğretmenlerin iş yükünü azaltarak zaman tasarrufu sağladığını; ayrıca mesleki gelişimlerine destek olduğunu ortaya koymaktadır. Öğrenciler açısından ise bireysel öğrenmeyi desteklediği, motivasyonu artırdığı ve öğrenme hızına uyum sağladığı ifade edilmiştir. Bununla birlikte, etik ve güvenlik riskleri, üst düzey düşünme becerilerinin zayıflaması ve yanlış öğrenme gibi sınırlılıklara da dikkat çekilmiştir. Yapay zekâ araçlarının pedagojik amaçlarla, programla uyumlu biçimde kullanılması gerektiği vurgulanmıştır. Ayrıca, bu araçların sosyal bilgiler, Türkçe, matematik ve fen bilimleri derslerinde problem çözme, yaratıcı yazma ve kavram öğretimi gibi uygulamalarda etkili şekilde kullanılabileceği belirtilmiştir. Sonuç olarak, yapay zekânın ilkokul öğretimine dengeli ve bilinçli bir şekilde entegrasyonunun önemi vurgulanmakta; öğretmenlerin yapay zekâ okuryazarlığının ve etik farkındalıklarının geliştirilmesi önerilmektedir.
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UR  - https://doi.org/10.33418/education.1515939
L1  - https://dergipark.org.tr/en/download/article-file/4069532
ER  -