AI-Generated STEM Activities: The Impact of the Activities on the Scientific Creativity of Gifted Students

Year 2025, Volume: 19 Issue: 1, 312 - 343, 27.06.2025

Sema Nur Doğan , Nurcan Kahraman

https://doi.org/10.17522/balikesirnef.1650454

Abstract

This study aims to answer the questions: "Does the implementation of AI-generated STEM activities have an impact on students' levels of scientific creativity?" and "What are the students' views and experiences regarding AI- generated STEM activities?". The study group consists of 49 gifted 4th-grade students enrolled in a Science and Art Center in Bursa, Turkey during the 2023-2024 academic year. Utilizing a case study analysis, the research demonstrates that AI-generated STEM activities significantly enhance students' scientific creativity levels. Additionally, most students expressed positive views about the activities and stated that they developed their creativity, gained various skills and felt like engineers due to their involvement in design. The "Scientific Creativity Scale," adapted for use in Turkish context by Aktamış (2007), and a semi-structured interview form were employed in the research. This study highlights the potential of artificial intelligence in designing STEM activities and offers a new approach to develop students' scientific creative thinking skills.

Keywords

Artificial intellegence , STEM , gifted-students , scientific creativity

Yapay Zeka ile Geliştirilen STEM Etkinlikleri: Özel Yetenekli Öğrenciler için Önerilen Etkinliklerin Bilimsel Yaratıcılıkları Üzerine Etkisi

Abstract

Bu çalışma, "Yapay zeka tarafından oluşturulan STEM etkinliklerinin öğrencilerin bilimsel yaratıcılık düzeyleri üzerinde bir etkisi var mıdır?" ve "Öğrencilerin yapay zeka tarafından üretilen STEM etkinliklerine ilişkin görüşleri ve deneyimleri nelerdir?" sorularına yanıt aramaktadır. Araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında Bursa’daki bir Bilim ve Sanat Merkezi’ne devam eden 49 özel yetenekli 4. sınıf öğrencisi oluşturmaktadır. Durum çalışması deseninin kullanıldığı bu araştırmada, yapay zeka tarafından geliştirilen STEM etkinliklerinin öğrencilerin bilimsel yaratıcılık düzeylerini anlamlı ölçüde artırdığı tespit edilmiştir. Ayrıca, öğrencilerin büyük bir çoğunluğu etkinliklere ilişkin olumlu görüşler bildirmiş, yaratıcılıklarının geliştiğini, çeşitli beceriler kazandıklarını ve tasarım sürecine dahil olmaları sebebiyle kendilerini mühendis gibi hissettiklerini ifade etmiştir. Araştırmada, Türkçeye Aktamış (2007) tarafından uyarlanan "Bilimsel Yaratıcılık Ölçeği" ile yarı yapılandırılmış görüşme formu kullanılmıştır. Bu çalışma, yapay zekânın STEM etkinliklerinin tasarımındaki potansiyelini ortaya koymakta ve öğrencilerin bilimsel yaratıcı düşünme becerilerinin geliştirilmesine yönelik yeni bir yaklaşım sunmaktadır.

Keywords

Yapay zeka , STEM , özel yetenekli öğrenciler , bilimsel yaratıcılık

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