Özel Eğitim Öğretmeni Adaylarının Yapay Zekâya Yönelik Hazırbulunuşlukları ve Tutumları Arasındaki İlişkinin İncelenmesi

Abstract

Bu araştırmada, özel eğitim öğretmeni adaylarının yapay zekâya yönelik hazırbulunuşlukları ile tutumları arasındaki ilişkiyi incelemek amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma gurubunu 2024-2025 eğitim-öğretim yılında öğrenimlerine devam eden 188 özel eğitim öğretmeni adayı oluşturmaktadır. Veri toplama aracı olarak “Kişisel Bilgi Formu”, “Öğretmen Adaylarına Yönelik Yapay Zekâ Hazırbulunuşluk Ölçeği” ve “Yapay Zekâya Yönelik Genel Tutum Ölçeği” uygulanmış ve veriler JAMOVİ 2.2.5 programı ile analiz edilmiştir. Bulgulara göre, özel eğitim öğretmeni adaylarının yapay zekâya yönelik hazırbulunuşlukları ve tutumları cinsiyet, sınıf düzeyi, internet/bilgisayar kullanım süresi bakımından anlamlı düzeyde farklılaşmamaktadır. Yapay zekâya yönelik hazırbulunuşlukları ile pozitif tutumları yapay zekâ aracı kullanım durumu bakımından kullananlar lehine anlamlı bir fark görülürken, negatif tutumları anlamlı düzeyde farklılaşmamaktadır. Öğretmen adaylarının yapay zekâya yönelik hazırbulunuşlukları ile pozitif tutumları arasında orta düzeyde pozitif yönde anlamlı ilişki bulunmuş, negatif tutumları arasında bir ilişkiye rastlanmamıştır.

Keywords

• öğretmen adayı
• özel eğitim
• yapay zekâ

Investigation of the Relationship Between Special Education Teacher Candidates' Readiness and Attitudes Towards Artificial Intelligence

Abstract

In this study, it was aimed to examine the relationship between the readiness and attitudes of prospective special education teachers towards artificial intelligence. Relational screening model was used in the study. The study group of the research consists of 188 special education teacher candidates who continue their education in the 2024-2025 academic year. ‘Personal Information Form’, ‘Artificial Intelligence Readiness Scale for Prospective Teachers’ and ‘General Attitude Scale towards Artificial Intelligence’ were applied as data collection tools and the data were analysed with JAMOVI 2.2.5 programme. According to the findings, pre-service special education teachers' readiness and attitudes towards artificial intelligence do not differ significantly in terms of gender, grade level and internet/computer usage time. When their readiness and positive attitudes towards artificial intelligence are examined in terms of the use of artificial intelligence tools, a significant difference is observed in favour of the users, while their negative attitudes do not differ significantly. There was a moderate positive significant relationship between pre-service teachers' readiness towards artificial intelligence and their positive attitudes, but no relationship was found between their negative attitudes.

Keywords

• Pre-service teacher
• special education
• artificial intelligence

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