Öğretmen Adaylarının Yapay Zekaya Yönelik Tutumları: Bir Ölçek Geliştirme Çalışması

Öz

Bu çalışma, öğretmen adaylarının yapay zekâya yönelik tutumlarını ölçmek amacıyla bir ölçme aracı geliştirmeyi hedeflemektedir. Nicel araştırma yöntemiyle gerçekleştirilen araştırmada, 278 öğretmen adayı uygun örnekleme yöntemiyle seçilmiştir. Veriler, çevrimiçi ortamda toplanarak kapsam geçerliği, açımlayıcı faktör analizi (AFA), güvenirlik analizleri ve madde-toplam korelasyonları ile analiz edilmiştir. AFA sonuçlarına göre ölçek, bilişsel, duyuşsal ve davranışsal olmak üzere üç faktörlü bir yapı sergilemiş ve toplam varyansın %53.40’ını açıklamıştır. Ölçek maddelerinin faktör yükleri 0.487 ile 0.913 arasında değişirken, Cronbach alfa güvenirlik katsayısı 0.887 olarak hesaplanmıştır. Duyuşsal boyutun geçerliliği diğer boyutlara göre daha düşük bulunmuş, bu durum duygusal ifadelerin bilişsel ve davranışsal tutumlara kıyasla daha az belirgin olduğu şeklinde yorumlanmıştır. Sonuç olarak, geliştirilen ölçek, öğretmen adaylarının yapay zekâ kullanımına yönelik tutumlarını değerlendirmek için geçerli ve güvenilir bir araç olarak önerilmektedir. Gelecekteki çalışmalarda, ölçeğin farklı sosyo-demografik değişkenlerle ilişkilendirilmesi ve duyuşsal boyutun nitel verilerle desteklenmesi önerilmektedir. Bu araştırma, eğitimde yapay zekâ teknolojilerinin etkili entegrasyonu için öğretmenlerin ve öğretmen adaylarının tutumlarının anlaşılmasının önemini vurgulamaktadır.

Preservice Teachers' Attitudes toward Artificial Intelligence: A Scale Development Study

Abstract

The purpose of this study is to develop a scale to assess pre-service teachers' attitudes toward artificial intelligence. This quantitative study was conducted with 278 pre-service teachers enrolled in faculties of education, who were selected through convenience sampling. The data were analyzed through content validity, exploratory factor analysis (EFA), reliability evaluation, and item-total correlations. The EFA results identified a three-factor structure as cognitive, affective, and behavioral attitude that accounted for 53.40% of the variance. The Cronbach's alpha coefficient was 0.887, and the factor loadings ranged from 0.487 to 0.913. The affective dimension showed relatively lower validity compared to the other dimensions, suggesting that emotional expressions were less pronounced than cognitive and behavioral attitudes. In conclusion, the developed scale is a valid and reliable tool for assessing pre-service teachers' views on artificial intelligence. Future studies may explore its relationship with various socio-demographic variables and strengthen the affective dimension with qualitative data. This research underscores the importance of understanding pre-service teachers’ and teachers’ attitudes for the successful integration of AI technologies in education.

Keywords

• Artificial intelligence
• Attitude
• Scale development
• Validity
• Reliability.

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