Primary School Teachers’ Perceptions of Artificial Intelligence and Their Opinions on Artificial Intelligence Applications in Life Science Courses
Abstract
In this study, in which the perceptions of artificial intelligence of primary school teachers and the use
of artificial intelligence in the life science course were examined, explanatory sequential design, one
of the mixed research methods, was used. While 318 primary school teachers took part in the
quantitative dimension of the study, 15 primary school teachers took part in the qualitative dimension.
Artificial intelligence perception scale was used in the quantitative dimension of the study, and a semi-
structured interview form prepared by the researcher was used in the qualitative dimension. At the end
of the study, it was determined that the perceptions of primary school teachers about artificial
intelligence were generally positive, according to the graduation status variable, the teaching and
learning perceptions of postgraduate teachers about artificial intelligence were higher, there was a
significant difference in favor of women according to the gender variable, and in terms of seniority
variable, the perceptions of teachers with 1-5 years of experience about artificial intelligence were
higher. It has been revealed that primary school teachers can use artificial intelligence applications in
all learning areas in the curriculum and that they use these applications mostly to create student-
centered and interactive learning environments. At the end of the research, postgraduate and in-service
trainings on artificial intelligence were recommended for primary school teachers.
Keywords
Ethical Statement
Ethics committee permission was obtained for this research by Bayburt University Rectorate Ethics Committee with the decision dated 20.02.2025 and numbered 9.
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