Öğretmen adaylarının yapay zekaya (YZ) ilişkin metafor algıları

Year 2024, Volume: 7 Issue: 2, 607 - 630, 30.11.2024

Barış Eriçok , Fatih Karataş , Erkan Yüce

https://doi.org/10.33400/kuje.1511500

Abstract

Bu araştırma, öğretmen adaylarının yapay zekâya (YZ) yönelik metafor algılarını incelemektedir. Nitel yöntem ve fenomenoloji deseni kullanılarak yapılan çalışmaya, amaçlı ve kolayda örnekleme yöntemleriyle seçilen 285 öğretmen adayı katılmıştır. Veriler, 2023-2024 akademik yılı bahar döneminde çevrimiçi bir anket aracılığıyla toplanmıştır. İçerik analizi ve beş adımlı veri analizi yöntemleri eşzamanlı olarak uygulanmış; dış uzman değerlendirmesi ve akran değerlendirmesi stratejileriyle çalışmanın inandırıcılığı arttırılmıştır. Araştırma sonuçları, öğretmen adaylarının yapay zekayı, bilgiye hızlı ve kolay erişim sağlayan, öğretme ve öğrenme süreçlerine rehberlik eden destekleyici ve güçlü bir araç olarak algıladığını göstermektedir. Ancak yapay zekânın karmaşıklığı ve çok yönlülüğü, hem potansiyel faydalarını hem de zorluklarını beraberinde getirmektedir. Eğitimde yapay zekâ, öğretmen adayları tarafından yenilikçi ve değerli bir kaynak olarak algılanmakta, öğrencilere ve öğretmenlere önemli fırsatlar sunarken, dikkatli kullanılmadığında potansiyel riskler de barındırmaktadır. Ayrıca, öğretmen adayları yapay zekânın eğitimde büyük faydalar sağlayabileceğini, ancak etik sorunlara da yol açabileceğini belirtmektedir. Bu çalışma, yapay zekâ teknolojilerinin eğitimde etkili kullanımı için öğretmen adaylarının yapay zekâ okuryazarlık düzeylerinin artırılmasının önemini vurgulamaktadır. YZ’nin karmaşıklığı ve çok yönlülüğü ile ilgili algılar, bu teknolojinin eğitimde hem potansiyel faydalar hem de zorluklar sunduğunu vurgulamaktadır. Bu bulgular, öğretmen yetiştirme programlarında YZ odaklı derslerin hazırlanması ve uygulanması, YZ’nin etik kullanımına yönelik yönergelerin oluşturulması ve uygulamaya dayalı atölye çalışmaları düzenlenmesi gerektiğine işaret etmektedir. Eğitimcilerin güncel YZ gelişmelerinden haberdar olmaları için sürekli mesleki gelişim programları sunulmalı ve politika yapıcılar YZ’nin eğitimde kullanımını izlemek ve değerlendirmek için politikalar geliştirmelidir. YZ, eğitim süreçlerinde önemli bir destek sağlarken, dikkatli ve etik bir şekilde kullanılması gerektiği, aksi takdirde çeşitli riskler taşıyabileceği unutulmamalıdır. Bu çalışma, YZ’nin eğitimdeki rolünü daha iyi anlamak ve bu teknolojinin eğitimde etkin kullanımını sağlamak amacıyla gelecekteki araştırmalar için de bir temel oluşturmaktadır.

Keywords

eğitimde yapay zekâ, metafor analizi, öğretmen eğitiminde yapay zekâ, yapay zekâ, yapay zekâ okuryazarlığı

Ethical Statement

Araştırma Etiği Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Etik kurul izin bilgileri Etik değerlendirmeyi yapan kurul adı: Aksaray Üniversitesi İnsan Araştırmaları Etik Kurulu Etik değerlendirme karar tarihi: 15.05.2024 Etik değerlendirme belgesi sayı numarası: 2024/02-142

Metaphorical perceptions of pre-service teachers regarding artificial intelligence (AI)

Abstract

This study examines pre-service teachers' metaphorical perceptions of artificial intelligence (AI). Employing a qualitative phenomenological approach, the research involved 285 faculty of education students selected through purposive and convenience sampling methods. Data were collected via an online survey during the spring semester of the 2023-2024 academic year. Content analysis and a five-step data analysis method were applied simultaneously, enhanced by external expert evaluations and peer debriefing to bolster the study's credibility. The findings of the research show that pre-service teachers perceive artificial intelligence as a supportive and powerful tool that provides fast and easy access to information and guides teaching and learning processes. However, they also recognize AI’s complexity and versatility, which can present both potential benefits and challenges. AI is perceived by pre-service teachers as an innovative and valuable resource in education, offering significant opportunities for students and teachers while also posing potential risks if not used carefully. Additionally, pre-service teachers noted that AI could offer substantial benefits in education but might also lead to ethical issues. This study highlights the need to improve AI literacy among pre-service teachers to ensure the effective use of AI technologies in education. It suggests that AI-focused courses be developed and integrated into teacher training programs, ethical guidelines for AI use in education be established, and practical workshops be organized. Continuous professional development programs are essential for educators to keep abreast of the latest AI developments, and policymakers should devise strategies to monitor and evaluate AI usage in educational settings. While AI offers significant support in educational processes, its application must be approached with caution to mitigate potential risks. This study lays the groundwork for future research aimed at better understanding AI's role in education and ensuring its effective implementation.

Keywords

artificial intelligence in education, metaphor analysis, artificial intelligence in teacher education, artificial intelligence, artificial intelligence literacy

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