Yükseköğretimde Yapay Zekaya Yönelik Tutumlar: Bir Karma Yöntem Çalışması

Abstract

Bu çalışma, öğretmen adaylarının yapay zekaya yönelik tutumlarını ve yapay zekaya ilişkin metaforik algılarını belirlemeyi amaçlamaktadır. Çalışmanın örneklemi, Türkiye'deki bir devlet üniversitesinin eğitim fakültesinde çeşitli bölümlerde öğrenim gören 721 öğretmen adayından oluşmaktadır. Bu çalışmada yakınsayan paralel desen kullanılmıştır. Çalışmanın nicel kısmı için betimsel tarama modeli kullanılmıştır. Nicel bulgular, katılımcıların genel olarak yapay zekâya karşı orta düzeyde olumlu bir tutuma sahip olduklarını ve tutum puanlarının cinsiyet, sınıf düzeyi, yapay zekâ ile ilgili ders alma durumu ve yapay zekâ ile ilgili eğitim programlarına katılım değişkenlerine göre anlamlı farklılık gösterdiğini ortaya koymuştur. Çalışmanın nitel kısmında ise katılımcıların metaforik algılarının incelendiği fenomenoloji deseni kullanılmıştır. Yapay zekâ kavramına ilişkin toplam 176 farklı metaforun üretildiği çalışmada, katılımcıların en sık kullandıkları metaforlar “asistan”, “insan”, “sihirli değnek”, “beyin”, “arkadaş”, “ansiklopedi”, “ilaç”, “kütüphane” ve “öğretmen” olmuştur. Elde edilen metaforlar, “Destekleyici Rol/Rehberlik”, “Bilgi/Hafıza”, “Sihir/Gizem”, “İnsan Doğası”, “Sosyal Rol/Kimlik”, “İşlev/Mekanizma”, “Tehdit/Zararlı Potansiyel” ve “Gelişim/Öğrenme” başta olmak üzere 19 farklı kategoriye ayrılmıştır. Araştırma sonuçları doğrultusunda, çağdaş eğitim gereklilikleriyle uyum sağlanabilmesi için yapay zekânın tüm eğitim kademelerinin öğretim programlarına dahil edilmesi önerilmektedir.

Keywords

• Yapay zeka
• Tutum
• Metafor
• Öğretmen adayları

Attitudes Toward Artificial Intelligence in Higher Education: A Mixed-Methods Study

Abstract

This study aims to determine preservice teachers’ attitudes toward artificial intelligence and their metaphorical perceptions regarding AI. The sample of the study consisted of 721 preservice teachers studying in various departments of the faculty of education at a state university in Turkey. The convergent parallel design was used in this study. A descriptive survey model was employed for the quantitative part of the study. The quantitative findings revealed that participants generally had a moderately positive attitude toward artificial intelligence, with significant differences according to gender, grade level, taking an artificial intelligence-related course and participation in artificial intelligence-related training programs. In the qualitative part of the study, a phenomenological design was employed to examine the participants’ metaphorical perceptions. The participants produced 176 different metaphors related to the concept of artificial intelligence, with the most frequent ones being “assistant”, “human”, “magic wand”, “brain”, “friend”, “encyclopedia”, “medicine”, “library”, and “teacher”. These metaphors were categorized into 19 different categories with the prominent ones being “Supportive Role/Guidance”, “Knowledge/Memory”, “Magic/Mystery”, “Human Nature”, “Social Role/Identity”, “Function/Mechanism”, “Threat/Harmful Potential”, and “Development/Learning”. Based on the findings, integrating artificial intelligence into the curriculum at all educational levels are recommended to keep pace with contemporary educational demands.

Keywords

• Artificial intelligence
• Attitude
• Metaphor
• Preservice teachers

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