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Examining Pre-service Mathematics Teachers' Purposes of Using ChatGPT in Lesson Plan Development

Year 2024, Volume: 14 Issue: 2, 391 - 406, 31.08.2024
https://doi.org/10.19126/suje.1476326

Abstract

This study aimed to examine pre-service middle school mathematics teachers' purposes of using ChatGPT in lesson plan development. Phenomenology, one of the qualitative research designs, was applied in this study. A total of 56 third-grade pre-service middle school mathematics teachers, 43 females and 13 males were selected for the study. A questionnaire with open-ended questions was employed to gather data. First, pre-service teachers were asked to select one or more learning outcomes in the mathematics curriculum and prepare a lesson plan to address these outcomes using the ChatGPT program. Then, they completed the questionnaire. Content analysis was utilized in the current study to analyze the data. According to the results of the study, ChatGPT served as a valuable tool for pre-service mathematics teachers during lesson plan development. While not all participants utilized it for every subcategory, ChatGPT played a significant role in various aspects, including determining the subject scope, getting creative and interesting ideas, explaining math concepts, establishing relationships and the course flow, developing learning activities, problems, and evaluation tools, and even reviewing and improving the lesson plan. Moreover, pre-service teachers used ChatGPT to deepen their knowledge of mathematical concepts, learning strategies, and teaching models. However, it is important to remember that ChatGPT should be viewed as a support system, not a replacement for a teacher's knowledge and expertise.

Ethical Statement

Ethics committee permission was received from Zonguldak Bülent Ecevit University Ethics Committee with the decision dated 04.04.2024 and numbered 588.

References

  • Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions. International Journal of Data and Network Science, 7(4), 2029-2040. http://dx.doi.org/10.5267/j.ijdns.2023.6.010
  • Baidoo-Anu, D., & Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
  • Bishop, J. M. (2021). Artificial intelligence is stupid and causal reasoning will not fix it. Frontiers in Psychology, 11, 513474. https://doi.org/10.3389/fpsyg.2020.513474
  • Castro, R. A. G., Cachicatari, N. A. M., Aste, W. M. B., & Medina, M. P. L. (2024). Exploration of ChatGPT in basic education: Advantages, disadvantages, and its impact on school tasks. Contemporary Educational Technology, 16(3), ep511. https://doi.org/10.30935/cedtech/14615
  • Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
  • Fuchs, K. (2023, May). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse?. In Frontiers in Education (Vol. 8, p. 1166682). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1166682
  • Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
  • Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil transactions on benchmarks, standards and evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
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  • Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60. https://doi.org/10.1016/j.futures.2017.03.006
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. John Wiley & Sons Inc., New York.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage Publication.
  • Molenaar, I. (2021). Personalisation of learning: Towards hybrid human-AI learning technologies. Blockchain, and Robots (pp.57-77).
  • Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153
  • OpenAI. (2024). ChatGPT (3.5) [Large language model]. https://chat.openai.com
  • Osman, S. A., & Ahmed, Z. E. (2024). Navigating AI integration: Case studies and best practices in educational transformation. In Z. Ahmed, A. Hassan, & R. Saeed (Eds.), AI-Enhanced teaching methods (pp. 240–267). IGI Global. https://doi.org/10.4018/979-8-3693-2728-9.ch011
  • Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  • Renz, A., & Vladova, G. (2021). Reinvigorating the discourse on human-centered artificial intelligence in educational technologies. Technology Innovation Management Review, 11(5), 5-16. Retrieved from https://www.timreview.ca/sites/default/files/article_PDF/TIMReview_2021_May - 1_1.pdf
  • Samala, A. D., Zhai, X., Aoki, K., Bojić, L., & Zikic, S. (2024). An in-depth review of ChatGPT’s pros and cons for learning and teaching in education. International Journal of Interactive Mobile Technologies, 18(2), 96-117. http://dx.doi.org/10.3991/ijim.v18i02.46509
  • Sebullen, M. T. (2023). Lesson planning challenges of pre-service teachers. Cognizance Journal of Multidisciplinary Studies, 3(5), 19–29. https://doi.org/10.47760/cognizance.2023.v03i05.003
  • Singh, V., & Singh, A. (2021). Role of artificial intelligence in educational management. Journal of Education and Practice, 12(12), 78-85. Retrieved from https://iiste.org/Journals/index.php/JEP/issue/view/4890
  • Vincent-Lancrin, S., & Van der Vlies, R. (2020), Trustworthy artificial intelligence (AI) in education: Promises and challenges, OECD Education Working Papers, No. 218, OECD Publishing, Paris. https://doi.org/10.1787/a6c90fa9-en.
  • Wikipedia. (2024). ChatGPT. Retrieved from https://en.wikipedia.org/wiki/ChatGPT
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Seçkin Yayıncılık.
  • Zhai, X. (2022). ChatGPT user experience: Implications for education. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4312418
Year 2024, Volume: 14 Issue: 2, 391 - 406, 31.08.2024
https://doi.org/10.19126/suje.1476326

Abstract

References

  • Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions. International Journal of Data and Network Science, 7(4), 2029-2040. http://dx.doi.org/10.5267/j.ijdns.2023.6.010
  • Baidoo-Anu, D., & Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
  • Bishop, J. M. (2021). Artificial intelligence is stupid and causal reasoning will not fix it. Frontiers in Psychology, 11, 513474. https://doi.org/10.3389/fpsyg.2020.513474
  • Castro, R. A. G., Cachicatari, N. A. M., Aste, W. M. B., & Medina, M. P. L. (2024). Exploration of ChatGPT in basic education: Advantages, disadvantages, and its impact on school tasks. Contemporary Educational Technology, 16(3), ep511. https://doi.org/10.30935/cedtech/14615
  • Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
  • Fuchs, K. (2023, May). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse?. In Frontiers in Education (Vol. 8, p. 1166682). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1166682
  • Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
  • Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil transactions on benchmarks, standards and evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
  • Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
  • Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60. https://doi.org/10.1016/j.futures.2017.03.006
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. John Wiley & Sons Inc., New York.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage Publication.
  • Molenaar, I. (2021). Personalisation of learning: Towards hybrid human-AI learning technologies. Blockchain, and Robots (pp.57-77).
  • Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153
  • OpenAI. (2024). ChatGPT (3.5) [Large language model]. https://chat.openai.com
  • Osman, S. A., & Ahmed, Z. E. (2024). Navigating AI integration: Case studies and best practices in educational transformation. In Z. Ahmed, A. Hassan, & R. Saeed (Eds.), AI-Enhanced teaching methods (pp. 240–267). IGI Global. https://doi.org/10.4018/979-8-3693-2728-9.ch011
  • Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  • Renz, A., & Vladova, G. (2021). Reinvigorating the discourse on human-centered artificial intelligence in educational technologies. Technology Innovation Management Review, 11(5), 5-16. Retrieved from https://www.timreview.ca/sites/default/files/article_PDF/TIMReview_2021_May - 1_1.pdf
  • Samala, A. D., Zhai, X., Aoki, K., Bojić, L., & Zikic, S. (2024). An in-depth review of ChatGPT’s pros and cons for learning and teaching in education. International Journal of Interactive Mobile Technologies, 18(2), 96-117. http://dx.doi.org/10.3991/ijim.v18i02.46509
  • Sebullen, M. T. (2023). Lesson planning challenges of pre-service teachers. Cognizance Journal of Multidisciplinary Studies, 3(5), 19–29. https://doi.org/10.47760/cognizance.2023.v03i05.003
  • Singh, V., & Singh, A. (2021). Role of artificial intelligence in educational management. Journal of Education and Practice, 12(12), 78-85. Retrieved from https://iiste.org/Journals/index.php/JEP/issue/view/4890
  • Vincent-Lancrin, S., & Van der Vlies, R. (2020), Trustworthy artificial intelligence (AI) in education: Promises and challenges, OECD Education Working Papers, No. 218, OECD Publishing, Paris. https://doi.org/10.1787/a6c90fa9-en.
  • Wikipedia. (2024). ChatGPT. Retrieved from https://en.wikipedia.org/wiki/ChatGPT
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Seçkin Yayıncılık.
  • Zhai, X. (2022). ChatGPT user experience: Implications for education. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4312418
There are 27 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing
Journal Section Articles
Authors

Mutlu Pişkin Tunç 0000-0002-6703-1325

Early Pub Date August 29, 2024
Publication Date August 31, 2024
Submission Date April 30, 2024
Acceptance Date August 9, 2024
Published in Issue Year 2024 Volume: 14 Issue: 2

Cite

APA Pişkin Tunç, M. (2024). Examining Pre-service Mathematics Teachers’ Purposes of Using ChatGPT in Lesson Plan Development. Sakarya University Journal of Education, 14(2), 391-406. https://doi.org/10.19126/suje.1476326