Araştırma Yöntemleri Eğitiminde Yapay Zekâ ile Akademik Metin Analizi: Tutum ve Deneyimler

Abstract

Günümüzde YZ, eğitim ortamlarında giderek daha fazla kullanılmakta ve bilimsel araştırma süreçlerini destekleyerek öğrencilere kişiselleştirilmiş öğrenme deneyimleri sunmaktadır. Bu doğrultuda bu çalışma, araştırma yöntem ve teknikleri dersinde yapay zekâ kullanımının öğrencilerin derse yönelik tutumlarına etkisini incelemeyi amaçlamaktadır. Araştırmada açıklayıcı sıralı karma yöntem kullanılmıştır. Çalışma grubu, 2024/2025 akademik yılında bir üniversitede araştırma yöntem ve teknikleri dersini alan 24 öğrenciden oluşmaktadır. Veri toplama sürecinde nicel veriler için tutum ölçeği, nitel veriler için ise odak grup görüşmesi kullanılmıştır. Analiz sonuçlarına göre, yapay zekâ kullanımının öğrencilerin derse yönelik genel tutumlarını olumlu yönde etkilediği bulunmuştur. Özellikle bilişsel özgüven ve ilgi boyutlarında anlamlı bir artış gözlemlenirken, dersin önemine ve mesleki yaşantıya uyarlanabilirliğine ilişkin algıda anlamlı bir değişim olmamıştır. Ayrıca, öğrenciler yapay zekânın araştırma süreçlerini hızlandırdığını, hata payını azalttığını ve akademik yazım sürecini desteklediğini belirtmişlerdir. Ancak, bazı öğrenciler yapay zekâ kullanımının bilginin akılda kalıcılığına olumsuz etkisi olabileceğini ve derse katılımı azaltabileceğini ifade etmiştir. Sonuç olarak, YZ destekli eğitim ortamlarının öğrenci motivasyonu ve bilişsel özgüven üzerinde olumlu etkileri olduğu görülmektedir. Ancak, bağımsız öğrenme becerilerini güçlendirmek, eleştirel düşünmeyi teşvik etmek ve dersin mesleki bağlamla daha fazla ilişkilendirilmesini sağlamak için ek stratejilere ihtiyaç duyulmaktadır.

Keywords

• yapay zeka
• araştırma yöntemleri eğitimi
• öğrenci tutumu
• öğrenci görüşleri
• eğitim teknolojileri

Ethical Statement

Bu araştırma, Amasya Üniversitesi Sosyal Bilimler Etik Kurulu’nun 14/04/2025 tarihli E-30640013-108.01-255232 sayılı kararı ile alınan izinle yürütülmüştür.

Academic Text Analysis with Artificial Intelligence in Research Methods Education: Attitudes and Experiences

Abstract

Today, AI is increasingly used in educational environments, supporting scientific research processes and providing students with personalized learning experiences. In line with this, the study seeks to investigate the influence of AI use in a scientific research methods course on students' attitudes toward the course. An explanatory sequential mixed methods design was employed in the study. The study group consisted of 24 students taking a scientific research methods course at a university in the 2024-2025 academic year. An attitude scale was used for quantitative data collection, while focus group interviews were used for qualitative data. The analysis results indicated that AI use positively impacted students' overall attitudes toward the course. While significant increases were observed in cognitive self-confidence and interest, there was no significant change in the perception of the course's importance or its adaptability to professional life. Furthermore, students stated that AI accelerated research processes, reduced the margin of error, and supported academic writing. However, some students expressed that AI use could negatively impact knowledge retention and reduce course participation. In conclusion, AI-supported learning environments appear to have positive effects on student motivation and cognitive self-confidence. However, additional strategies are needed to strengthen independent learning skills, encourage critical thinking, and further connect the course to the professional context.

Keywords

• Artificial Intelligence
• Research Methods Education
• Student Attitude
• Student Perspectives
• Educational Technologies

Ethical Statement

This research was conducted with the permission obtained by the decision of Amasya University Social Sciences Ethics Committee dated 14/04/2025 and numbered E-30640013-108.01-255232.

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