The Impact of Artificial Intelligence Training on Teachers' AI Literacy and Perceptions: The Example of the TÜBİTAK 4005 Project

Abstract

The aim of this study is to examine the impact of artificial intelligence training organized for teachers on their artificial intelligence literacy levels and perceptions of artificial intelligence usage in education. The study was conducted within the framework of the “Artificial Intelligence Literacy: Large Language Models Practices in Education” project, supported by TÜBİTAK's 4005 Science and Society Innovative Educational Practices Program. The sample consisted of 30 teachers from middle schools, including 15 science and 15 mathematics teachers. Participants attended a five-day, 55-hour training program, during which they were introduced to artificial intelligence’s fundamental concepts, applications of large language models in education, artificial intelligence usage in assessment, ethical principles, and classroom activity examples. Data were collected using the “Artificial Intelligence Literacy Scale” and the “Perception Scale of Artificial Intelligence Use in Education”, administered before and after the training. The findings indicated a significant increase in both the teachers' artificial intelligence literacy levels and their perceptions of artificial intelligence usage in education. Teachers' feedback revealed that artificial intelligence holds considerable potential for enhancing teaching efficiency, supporting student motivation, and aligning with digital competencies. However, participants emphasized the importance of addressing concerns such as ethical violations, data security, over-reliance, and information accuracy.

Keywords

• Artificial intelligence in education
• Teacher perception
• Teacher training
• TÜBİTAK 4005
• Artificial intelligence literacy

Yapay Zekâ Eğitiminin Öğretmenlerin Okuryazarlık ve Algı Düzeyleri Üzerindeki Etkisi: TÜBİTAK 4005 Projesi Örneği

Abstract

Bu araştırmanın amacı, öğretmenlere yönelik düzenlenen yapay zekâ eğitiminin, öğretmenlerin yapay zekâ okuryazarlığı düzeyleriyle eğitimde yapay zekâ kullanımına ilişkin algıları üzerindeki etkisini incelemektir. Çalışma, TÜBİTAK 4005 Bilim ve Toplum Yenilikçi Eğitim Uygulamaları Programı kapsamında yürütülen “Yapay Zekâ Okuryazarlığı: Eğitimde Büyük Dil Modeli Uygulamaları” adlı proje çerçevesinde gerçekleştirilmiştir. Çalışma grubunu, ortaokullarda görev yapan 15’i fen bilimleri ve 15’i matematik olmak üzere 30 öğretmen oluşturmaktadır. Katılımcılar, beş gün süren ve toplam 55 saatlik bir eğitim programına katılmıştır. Bu program kapsamında öğretmenlere yapay zekânın temel kavramları, büyük dil modellerinin eğitimdeki uygulama alanları, ölçme ve değerlendirmede yapay zekâ kullanımı, etik ilkeler ve sınıf içi etkinlik örnekleri uygulamalı olarak sunulmuştur. Veriler, eğitim öncesi ve sonrası uygulanan “Yapay Zekâ Okuryazarlığı Ölçeği” ile “Eğitimde Yapay Zekâ Kullanımına İlişkin Algı Ölçeği” aracılığıyla toplanmıştır. Bulgular, yapay zekâ eğitiminin öğretmenlerin yapay zekâ okuryazarlığı düzeylerinde ve eğitimde yapay zekâ kullanımına yönelik algılarında anlamlı bir artış sağladığını göstermektedir. Öğretmen görüşleri, yapay zekânın öğretim sürecinde verimliliği artırma, öğrenci motivasyonunu destekleme ve dijital yeterliklerle uyum sağlama açısından önemli bir potansiyele sahip olduğunu ortaya koymuştur. Bununla birlikte katılımcılar, etik ihlaller, veri güvenliği, aşırı bağımlılık ve bilgi doğruluğu gibi konularda dikkatli olunması gerektiğini vurgulamıştır.

Keywords

• Eğitimde yapay zekâ
• Öğretmen algısı
• Öğretmen eğitimi
• TÜBİTAK 4005
• Yapay zekâ okuryazarlığı

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