'Madde ve Isı' Konusunda Üretken Yapay Zekâ Uygulamalarının Kullanılması: Durum Çalışması

Abstract

Üretken yapay zekâ, son yıllarda eğitimde yenilikçi yaklaşımların öncüsü haline gelmiştir. Öğrenme süreçlerini bireyselleştirme, karmaşık kavramları daha anlaşılır kılma ve öğrenci motivasyonunu artırma gibi potansiyelleriyle dikkat çeken bu teknolojiler, özellikle fen bilimleri derslerinde yeni fırsatlar sunmaktadır. Bu makalede, 6. sınıf fen bilimleri dersi "Madde ve Isı" ünitesinin işlenişinde üretken yapay zekâ uygulamalarının öğrenciler üzerindeki etkileri kapsamlı bir şekilde incelenmiştir. Durum çalışması yöntemiyle yürütülen bu araştırma, öğrencilerin kavramsal anlayışını, ders katılımını ve öğrenme çıktılarındaki gelişmeleri değerlendirmeyi amaçlamaktadır. Çalışma, öğrencilerle yapılan uygulamalı deneyler ve gözlemler yoluyla, yapay zekânın eğitimde yenilikçi bir araç olarak kullanımının öğrenme sürecine getirdiği avantajları ortaya koymaktadır. Araştırma, özellikle fen bilimleri eğitimi bağlamında, yapay zekânın öğrenci motivasyonunu artırma, karmaşık kavramları daha anlaşılır kılma ve bireyselleştirilmiş öğrenme deneyimleri sunma potansiyelini incelemiştir. Öğrencilerin bu teknolojilere olan ilgisi, öğrenme süreçlerine olan etkisi ve bu tür araçların öğretimde nasıl daha etkili bir şekilde entegre edilebileceği üzerine elde edilen bulgular, eğitimde yapay zekanın kullanımına dair önemli çıkarımlar sunmaktadır. Bu makale, yapay zekânın eğitimdeki rolünü genişletmek ve öğretim uygulamalarını zenginleştirmek isteyen eğitimciler için değerli bir kaynak olmayı hedeflemektedir.

Keywords

• Üretken yapay zekâ
• Fen Bilimleri
• Durum çalışması
• Madde ve ısı

Student Views on Generative Artificial Intelligence–Supported Learning Environments in the Topic of Matter and Heat: A Case Study

Abstract

The use of artificial intelligence continues to increase in every field. The aim of this study is to determine students' perceptions about the integration of artificial intelligence into science courses. For this purpose, phenomenology, one of the qualitative research designs, and criterion sampling, one of the purposeful sampling types, were selected to determine students' perceptions about the integration of artificial intelligence into science courses. In the study group of the research, there are 8 students studying in secondary school at different grade levels. In order to collect data, interviews were conducted with a semi-structured interview form prepared by the researchers. In the study, it was determined that students attributed different meanings to artificial intelligence, that different artificial intelligence applications could be used in science classes according to the students, and that the use of artificial intelligence in science classes would have different effects on students. The results of the research, how students perceive the integration of artificial intelligence in science courses, how artificial intelligence-supported courses affect their educational processes, and what kind of opportunities and challenges artificial intelligence presents in science education will provide important contributions for the future of the use of artificial intelligence in education.

Keywords

• Artificial intelligence
• Science
• Phenomenology
• Matter and Heat

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