TY  - JOUR
T1  - Yapay Zekâ Destekli Bilim Tarihi Öğretimi: Öğretmen Adaylarının 21. Yüzyıl Becerileri ve Öğrenme Deneyimleri Üzerine Bir İnceleme
TT  - Artificial Intelligence-Supported History of Science Instruction: An Exploration of Pre-service Teachers’ 21st Century Skills and Learning Experiences
AU  - Uçar, Murat Berat
AU  - Uçar, Fatma Melike
PY  - 2025
DA  - November
Y2  - 2025
JF  - Baskent University Journal of Education
JO  - BUJE
PB  - Baskent University
WT  - DergiPark
SN  - 2148-3272
SP  - 95
EP  - 114
VL  - 12
IS  - Özel Sayı
LA  - tr
AB  - Bu araştırmanın amacı sınıf öğretmenliği programı öğretmen adaylarının yapay zeka (YZ) destekli ürünler geliştirdikleri bilim tarihi ve felsefesi dersi sürecine ilişkin deneyimlerine dayalı görüşlerini ortaya koymaktır. Ayrıca, bu deneyimlerin öğretmen adaylarının YZ’ye bakış açılarına, 21. yüzyıl becerilerine ve bilim tarihine yönelik yaklaşımlarına yansımaları incelenmiştir. Katılımcılar ölçüt örnekleme yöntemiyle seçilen sınıf öğretmenliği programında öğrenim gören 13 öğretmen adayından oluşmaktadır. Fenomenolojik desenle yürütülen bu nitel araştırmada veriler, yarı yapılandırılmış odak grup görüşmelerinden ve gözlem günlüklerinden toplanmıştır. Bulgular, YZ destekli bilim tarihi öğretiminin öğretmen adaylarına iş birliği ve iletişim becerileri açısından olumlu deneyimler sunduğunu ortaya koymuştur. Katılımcılar, YZ’yi grup içi çatışmaları azaltan bir üye, iş birliği ile iletişimi teşvik eden, kolaylaştıran, katılımı artıran bir yol gösterici olarak tanımlamıştır. Öte yandan, yaratıcı düşünme, eleştirel düşünme ve problem çözme becerileri açısından yaratıcılığı destekleyici ancak özgünlüğü ve eleştirel düşünmeyi sınırlandırıcı deneyimlere yol açtığı görülmüştür. Bazı adaylar YZ’yi eleştirel ve yaratıcı biçimde kullanabilirken, bazıları ise aşırı kullanımın düşünme tembelliği, özgünlük kaybı ve bilgi güvenirliği gibi riskler barındırdığına dikkat çekmiştir. Ayrıca, YZ destekli uygulamaların, bilim insanlarının yaşam öyküleri aracılığıyla adayların bilim tarihine yönelik ilgisini ve farkındalığını artırdığı belirlenmiştir. Bu bulgular, öğretmen eğitiminin dijital dönüşümle şekillenen yeni paradigmaları arasında yer alan YZ entegrasyonu ve disiplinlerarası yaklaşımların öğretmen adaylarının mesleki yeterliklerinin gelişiminde önemli bir rol oynayabileceğini göstermektedir.
KW  - Yapay zeka
KW  - bilim tarihi
KW  - 21. yüzyıl becerileri
KW  - öğretmen eğitimi
KW  - öğrenme deneyimleri
N2  - This study aims to examine the experiences of preservice elementary teachers who developed artificial intelligence (AI)-supported products within the context of a history and philosophy of science course, and to explore how these experiences influenced their perspectives toward AI, their 21st-century skills, and their approaches to the history of science. The participants were 13 sophomore pre-service teachers selected via criterion sampling. Using a phenomenological design, qualitative data were collected through semi-structured focus group interviews and researcher journals. Findings indicate that AI-supported history of science instruction offered positive experiences, especially for collaboration and communication skills. Participants described AI as a group member that reduces intra-group conflicts and as a facilitator that encourages collaboration and communication while enhancing participation. However, regarding creative thinking, critical thinking, and problem-solving skills, participants experienced both supportive and limiting situations. Some pre-service teachers used AI in creative and critical ways, whereas others noted that excessive use could lead to risks such as intellectual laziness, loss of originality, and concerns about the reliability of information. Additionally, AI-supported activities were found to increase participants’ interest in and awareness of the history of science through the life stories of scientists. These findings indicate that AI integration and interdisciplinary approaches, emerging as new paradigms in teacher education, can play a significant role in developing pre-service teachers’ professional competencies.
CR  - Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers' perspective. Computers and Education: Artificial Intelligence, 4, 100132.
CR  - Altınbaş, Ş. (2023). ChatGpt: Dijital Dilin Büyüsü. Kodlab.
CR  - An, S., Zhang, S., Guo, T., Lu, S., Zhang, W., & Cai, Z. (2025). Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment. Computers & Education, 227, 105227.
CR  - Anagün, Ş. S., Atalay, N., Kılıç, Z. ve Yaşar, S. (2016). Öğretmen adaylarına yönelik 21. yüzyıl becerileri yeterlilik algıları ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 160-175.
CR  - Arifin, M. Z., Zulkarnain, I., & Ansori, H. (2025). The influence of artificial intelligence on critical thinking ability in mathematics: A systematic literature review. Indonesian Journal of Science and Mathematics Education, 8(1), 82-92.
CR  - Aydın, F. İ. K., ve Sipahi, H. (2023). Öğretmen yetiştirme lisans programlarının STEM okuryazarı ve girişimci öğretmenleri yetiştirmesi açısından incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (58), 2830-2858.
CR  - Cakmakci, G. (2017). Using video vignettes of historical episodes for promoting pre-service teachers' ideas about the nature of science. Science Education International, 28(1), 7-29.
CR  - Candaş, B., Kıryak, Z., ve Ünal, S. (2021). Bilim tarihi temelli hikâyelerle fen öğretimi: Tesla ve Volta örneği. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 405-435.
CR  - Cansız, M. (2014). The effect of history of science instruction on elementary students' scientific literacy [Doctoral dissertation]. Middle East Technical University.
CR  - Çela, E., Fonkam, M. M., & Potluri, R. M. (2024). Risks of AI-assisted learning on student critical thinking: a case study of Albania. International Journal of Risk and Contingency Management (IJRCM), 12(1), 1-19.
CR  - Çetinkaya, M. (2018, Temmuz). Bilim tarihi öğretiminde dijital öyküleme kullanımının öğretmen adaylarının görüşlerine yansıması: 3. Uluslararası Bilimsel Araştırmalar Kongresi-İnsan ve Toplum Bilimleri (IBAD-2018), Üsküp, Makedonya.
CR  - Chara-De lo Rios, T., Solis-Trujillo, B., Perez-Ruiz, J., & Aquije-Mansilla, M. (2025). Systematic review of critical thinking using artificial intelligence. Edelweiss Applied Science and Technology, 9(3), 990-1001.
CR  - Çokyaşar-Özdemir, G. (2023). Yer Bilimi Dersinde Bilim Tarihi Temelli Dijital Hikâye Uygulamalarının Etkililiğinin İncelenmesi: Fen Bilgisi Öğretmen Adayları Örneği [Yüksek Lisans Tezi]. Marmara Üniversitesi.
CR  - Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage.
CR  - Cretu, D. (2017). Fostering 21st century skills for future teachers. Edu World 2016 7th International Conference. The European Proceedings of Social & Behavioural Sciences, 23, 672–681.
CR  - Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342.
CR  - Doshi, A.R., & Hauser, O. (2023). Generative artificial intelligence enhances creativity but reduces the diversity of novel content. Available at SSRN: https://doi.org/10.2139/ssrn.4535536.
CR  - Fang, M., Abdallah, A. K., & Vorfolomeyeva, O. (2024). Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders. BMC psychology, 12(1), 488.
CR  - Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGpt: Implications for educational practice and research. Innovations in education and teaching international, 61(3), 460-474.
CR  - Garcia Castro, R. A., Mayta Cachicatari, N. A., Bartesaghi Aste, W. M., & Llapa Medina, M. P. (2024). Exploration of ChatGpt in basic education: Advantages, disadvantages, and its impact on school tasks. Contemporary 
Educational Technology, 16(3), ep511. https://doi.org/10.30935/cedtech/14615
CR  - Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(6), 1-28.
CR  - Güney, B. G. & Bakanay, D. Ç. (2018). Öğretmen adaylarının bilim tarihi tabanlı ders deneyimleri. Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 2(1), 41-51.
CR  - Guney, B. G., & Seker, H. (2012). The Use of History of Science as a Cultural Tool to Promote Students' Empathy with the Culture of Science. Educational Sciences: Theory and Practice, 12(1), 533-539.
CR  - Habib, S., Vogel, T., Anli, X., & Thorne, E. (2024). How does generative artificial intelligence impact student creativity? Journal of Creativity, 34(1), 100072.
CR  - Hasanein, A. M., & Sobaih, A. E. E. (2023). Drivers and consequences of ChatGpt use in higher education: Key stakeholder perspectives. European Journal of Investigation in Health, Psychology and Education, 13(11), 2599–2614.
CR  - Heaven, W. D. (2023). ChatGpt Is Going to Change Education, Not Destroy It. MIT Technology Review. https://www.technologyreview.com/2023/ 04/06/1071059/ChatGpt-change-not-destroy-education-openai/ (erişim tarihi 29 Aralık, 2024).
CR  - Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149.
CR  - Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In Science education in theory and practice: An introductory guide to learning theory (pp. 479-496). Cham: Springer International Publishing.
CR  - Kok, C. L., Ho, C. K., Lee, C., Wen Heng, J. B., & Teo, T. H. (2024). Addressing sustainability challenges in AI integration: Data privacy, accessibility, and ethical considerations. In TENCON 2024 – 2024 IEEE Region 10 
Conference (TENCON) (pp. 1294–1297). IEEE. https://doi.org/10.1109/TENCON61640.2024.10902975
CR  - Laçin Şimşek, C. ve Şimşek, A. (2010). Türkiye’de bilim tarihi öğretimi ve sosyal bilgiler öğretmen adaylarının yeterlilikleri. Uluslararası İnsan Bilimleri Dergisi, 7(2), 169-198.
CR  - Lee, D., Son, T., & Yeo, S. (2025). Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education. Journal of Computer Assisted Learning, 41(1), e13091.
CR  - Lee, H. & Bryan, L. M. (2025). Integrating AI in teacher education: exploring the impact on preservice teacher competencies, Professional Development in Education, 51(3), 478-494.
CR  - Li, X. (2025). Artificial intelligence in teacher education: Examining critical thinking and creativity through AI usage. Forum for Education Studies 3(2), 2727–2727. https://doi.org/10.59400/fes2727.
CR  - Lin, H. S., Hung, J. Y., & Hung, S. C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24(5), 453-464.
CR  - Lonsbury, J. G., & Ellis, J. D. (2002). Science history as a means to teach nature of science concepts: Using the development of understanding related to mechanisms of inheritance. The Electronic Journal for Research in Science & Mathematics Education. 7(2),1-42.
CR  - Lu, J., Zheng, R., Gong, Z., & Xu, H. (2024). Supporting teachers’ professional development with generative AI: The effects on higher order thinking and self-efficacy. IEEE Transactions on Learning Technologies, 17, 1267-1277.
CR  - Malamitsa, K., Kasoutas, M., & Kokkotas, P. (2009). Developing Greek primary school students’ critical thinking through an approach of teaching science which incorporates aspects of history of science. Science & Education, 18(3), 457-468.
CR  - Marrone, R., Taddeo, V., & Hill, G. (2022). Creativity and artificial intelligence—a student perspective. Journal of Intelligence, 10(3), 65.
CR  - Matthews, M. R. (2017). Fen öğretimi bilim tarihinin ve felsefesinin katkısı. Boğaziçi Üniversitesi Yayınları.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
CR  - Mgala, M. (2024). A Critical Analysis of Artificial Intelligence Tools in Education: A Blessing or a Curse? Multidisciplinary Journal of Technical University of Mombasa, 3(2), 1-18.
CR  - Millî Eğitim Bakanlığı. (2024). Türkiye yüzyılı maarif modeli fen bilimleri dersi öğretim programı (3, 4, 5, 6, 7 ve 8. sınıflar). Milli Eğitim Bakanlığı.
CR  - Moustakas, C. (1994). Phenomenological research methods. Sage.
CR  - Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to investigate human‐computer interaction technology and improving critical thinking skills to pursue 21st century age. Education Research International, 2022(1), 6468995.
CR  - Obaid, O. I., Ali, A. H., & Yaseen, M. G. (2023). Impact of ChatGpt on scientific research: Opportunities, risks, limitations, and ethical issues. Iraqi Journal of Computer Science and Mathematics, 4(4), 13-17.
CR  - Özyurt, M. (2020). 21. yüzyıl becerileri öğretimi ölçeğinin Türk kültürüne uyarlanması: Geçerlik güvenirlik çalışması. OPUS International Journal of Society Research, 16(30), 2568-2594.
CR  - Partnership for 21st Century Skills. (2011). Framework for 21st century learning: Our work. Retrieved on December 21, 2024 from http://www.p21.org/our-work/p21-framework
CR  - Rane, N. (2023). Chatbot-Enhanced Teaching and Learning: Implementation Strategies, challenges, and the Role of ChatGpt in Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4603204
CR  - Saavedra, A. R. & Opfer, V.D. (2012). Learning 21st-century skills requires 21stcentury teaching. Phi Delta Kappan, 94(2), 8-13.
CR  - Santamaria-Velasco, J., Núñez-Naranjo, A., & Morales-Urrutia, X. (2025). Critical thinking and AI: Enhancing history teaching through ChatGpt simulations. International Journal of Innovative Research and Scientific Studies, 8(1), 564–575.
CR  - Somphol, R., Pimsak, A., Payoungkiattikun, W., & Hemtasin, C. (2022). Enhancing 4Cs Skills of Secondary School Students Using Project-Based Learning. Journal of Educational Issues, 8(2), 721-731.
CR  - Szmyd, K., & Mitera, E. (2024). The impact of artificial intelligence on the development of critical thinking skills in students. European Research Studies Journal, 27(2), 1022-1039.
CR  - Tandika, P. B. (2022). Instructional materials and the development of young children’s 21st century skills: Perspectives from early educators in Ukerewe, Tanzania. Journal of Research in Childhood Education, 36(1), 31-45.
CR  - Tendrita, M., & Hidayati, U.(2025).AI-based mind mapping in project-based learning: Impact on students’ collaboration skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 370-377.
CR  - Toma, R. B., & Yánez-Pérez, I. (2024). Effects of ChatGpt use on undergraduate students’ creativity: a threat to creative thinking? Discover Artificial Intelligence, 4(1), 74.
CR  - Turan, S. B. (2022). İlköğretim matematik öğretmen adaylarının blok tabanlı programlamayı kullanma süreçleri ve tasarlanan öğrenme ortamlarının incelenmesi [Doktora Tezi]. Necmettin Erbakan Üniversitesi.
CR  - UNESCO (2023). ChatGpt e inteligencia artificial en la educación superior [ChatGpt and artificial intelligence in higher education]. UNESCO.
CR  - Wahyuddin., Ernawati., Satriani, S., & Nursakiah. (2022). The application of collaborative learning model to improve student's 4cs skills. Anatolian Journal of Education, 7(1), 93-102.
CR  - Walser, N. (2008). Teaching 21st century skills. Harvard Education Letter, 24(5),1-3.
CR  - Wieland, B., de Wit, J., & de Rooij, A. (2022). Electronic brainstorming with a chatbot partner: A good idea due to increased productivity and idea diversity. Frontiers in Artificial Intelligence, 5, 880673.
CR  - Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGpt for language learning tasks: Experience and perceptions. Languages, 8(3), 212.
CR  - Yin, J., Goh, T., & Hu, Y. (2024). Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00480-3
CR  - Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International journal of educational technology in higher education, 16(1), 1-27.
CR  - Zlotnikova, I., Hlomani, H., Mokgetse, T., & Bagai, K. (2025). Establishing ethical standards for GenAI in university education: a roadmap for academic integrity and fairness. Journal of Information, Communication and Ethics in Society, 23(2), 188-216.
UR  - https://dergipark.org.tr/en/pub/bujoe/issue//1755617
L1  - https://dergipark.org.tr/en/download/article-file/5110908
ER  -