Öğretmen Adaylarının Yapay Zekâya Yönelik Tutum ve Kaygılarının Çeşitli Değişkenler Açısından Betimsel Analizi

Year 2025, Volume: 26 Issue: 2, 226 - 245, 28.07.2025

Üzeyir Yeniçeri , Adem Kenan

https://doi.org/10.12984/egeefd.1625648

Abstract

Yapay zekâ (YZ), günümüzde eğitim dahil birçok alanda devrim yaratma potansiyeli taşıyan bir teknolojidir. Özellikle eğitimde, öğrenme süreçlerini kişiselleştirme, öğrenci verilerini analiz etme ve öğretmenleri destekleme gibi pek çok alanda kullanılmaya başlanmıştır. Ancak, bu yeni teknolojinin eğitimdeki etkileri ve öğretmen adaylarının bu duruma yönelik tutumları henüz tam olarak anlaşılmış değildir. Bu çalışmanın amacı, öğretmen adaylarının YZ’ya yönelik tutum ve kaygı düzeylerini belirlemek ve bu düzeyleri etkileyen faktörleri betimsel bir tarama araştırması ile incelemektir. Araştırmada, öğretmenlerin YZ’ya yönelik tutum ve kaygıları cinsiyet, öğretmenlik alanı, sınıf düzeyi ve deneyim sahibi olma değişkenleri açısından incelenmiştir. Elde edilen bulgulara göre YZ deneyimi olan öğretmen adayları, YZ'ya daha çok kendi yerlerine iş yapacak bir rol yüklerken, çıktılara da güvenmektedir. Ancak bazı adaylar, YZ'yı yardımcı olarak görüp yanıtlarını kontrol etme ihtiyacı duymaktadır. Ölçeklerden elde edilen sonuçlara göre; erkek öğretmen adayları kadınlara göre YZ’ya daha olumlu yaklaşmaktadır. Kadın öğretmen adayları ise daha fazla kaygı duymaktadır. YZ’yı daha önce deneyimleyen öğretmen adayları, bu teknolojiye karşı daha olumlu tutum sergilemekte ve daha az kaygı duymaktadır. Öğretmenlik alanı ve sınıf düzeyi ise öğretmenlerin tutum ve kaygı düzeyleri üzerinde anlamlı bir farklılık yaratmamaktadır. Elde edilen bulgular neticesinde öğretmenlik programlarına YZ’ya yönelik derslerin eklenmesi ve YZ’yı kullanmada kadın öğretmen adaylarının teşvik edilmesi önerilmektedir.

Keywords

Yapay zeka, Kaygı, Tutum, Öğretmen adayları, Deneyim

Ethical Statement

Bu araştırma, Erzincan Binali Yıldırım Üniversitesi Rektörlüğü Eğitim Bilimleri Etik Kurulu’nun 28/06/2024 tarihli ve 11/03 sayılı kararı ile alınan izinle yürütülmüştür.

Descriptive Analysis of Prospective Teachers' Attitudes and Anxiety Towards Artificial Intelligence in Terms of Several Variables

Abstract

Artificial intelligence is a technology which carries the potential to create revolutions in many areas including education. In the field of education, artificial intelligence has begun to be used in processes such as personalizing learning processes, analyzing student data, and providing support to teachers. However, the effects of this new technology on education and teacher canditates’ attitudes towards it have not been fully comprehended yet. Therefore, the aim of this study is to examine the attitudes and anxiety levels of prospective teachers towards artificial intelligence in terms of gender, the field of teaching, grade level, and experience through descriptive survey research. According to the findings, prospective teachers with AI experience attribute the AI to a role that will do the work for them and trust the outputs. However, some prospective teachers see the AI as an assistant and feel the need to check their answers. According to the results obtained, male teacher candidates have more positive attitudes than female teacher candidates, while female candidates have higher anxiety levels. In addition, having experience with artificial intelligence has a positive effect on attitude and reduces the anxiety level. The field of teaching and the level of the class does not create a significant difference in the attitude and anxiety levels of teacher candidates. As a result of the findings, it is recommended that courses on artificial intelligence should be added to teaching programs and that female teacher candidates should be encouraged to use artificial intelligence.

Keywords

Artificial intelligence, Anxiety, Attitude, Teacher Candidates, Experience

Ethical Statement

This research was carried out with the permission received from the Erzincan Binali Yıldırım University Rectorate Educational Sciences Ethics Committee with the decision numbered 11/03 and dated 28/06/2024.

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