Investigation of Science Teachers' Views on Artificial Intelligence
Abstract
This study aims to explore how science teachers integrate artificial intelligence (AI) technologies into instructional practices and examine their perspectives regarding the use of AI in education. The research employed a qualitative method based on interviews with 20 science teachers working across different regions of Turkiye. Data were gathered through an interview form containing open-ended questions and analyzed using content analysis. The findings indicate that most teachers believe AI cannot replace teachers but can play a supportive role in instruction. While some teachers actively use AI tools for lesson material design, concept reinforcement, and assessment processes, others have not yet integrated this technology into their practices. Although teachers generally maintain a positive attitude toward students’ use of AI tools, several concerns were raised regarding the lack of technological resources and the risk that students may become excessively dependent on readily accessible information. Some teachers emphasized that constant reliance on ready-made solutions may reduce students’ critical thinking skills and their ability to solve problems independently. Additionally, concerns were expressed that the widespread use of AI in education may negatively affect creative thinking, foster an emotionally detached generation, and raise ethical challenges. These findings highlight the need to support teachers in ensuring the conscious and effective use of AI technologies in education. Training programs aimed at raising awareness, strengthening infrastructure, and establishing clear ethical guidelines are emphasized as crucial steps for the efficient integration of AI into education.
Keywords
Science teacher, artificial intelligence, teacher perspectives
Ethical Statement
Ethics committee approval was obtained from the Erzincan Binali Yıldırım University Human Research Ethics Committee on July 31, 2024, with the decision number 12/02.
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