Matematik Öğretmen Adaylarının Üretken Yapay Zeka ile Ders Planları Geliştirme Süreçlerindeki Kullanım Şemaları

Year 2024, , 165 - 176, 30.04.2024

Menekşe Seden Tapan Broutın

https://doi.org/10.53478/yuksekogretim.1347061

Abstract

İnsanlar ve teknolojiler arasındaki etkileşim yıllardır devam etmektedir. ChatGPT gibi üretken yapay zeka araçları, son zamanlarda eğitim başta olmak üzere çeşitli alanlarda çeşitli amaçlarla kullanılmaktadır. Yapay zeka araçları, yükseköğretim kurumlarının misyon ve vizyonunda köklü değişikliklere sebep olma potansiyeline sahip olup, öğretmen yetiştiren yükseköğretim kurumlarını da etkilemektedir. Araçlar, "kullanım şemalarının" oluşumu veya gelişimi yoluyla insan faaliyetlerini etkiler ve yönlendirirler. Bu çalışmanın amacı, matematik öğretmen adaylarının ChatGPT ile ders planları geliştirme süreçlerini, kullanım amaçları ve kullanım şemaları özelinde incelemektir. Araştırma, 2022-2023 akademik yılının bahar döneminde gerçekleştirilmiş ve bir durum çalışması olarak tasarlanmıştır. Katılımcılar Türkiye’de bir eğitim fakültesinin 2. sınıfında öğrenim gören on matematik öğretmen adayından oluşmuştur. Çalışma sekiz hafta sürmüştür. Çalışmada kullanılan veri toplama aracı olarak, katılımcıların yapay zeka ile etkileşime girdiklerinde haftada en az bir kez doldurdukları günlükler, katılımcıların ChatGPT ile yaptığı konuşmaların ekran görüntüleri ve katılımcıların hazırladıkları ders planları kullanılmıştır. Toplanan veriler, enstrümantal yaklaşım çerçevesinde içerik analizine uygun olarak çözümlenmiştir. Analiz sonuçları, ders planlama süreci boyunca matematik öğretmen adaylarının altı farklı kullanım amacı ile ilişkili altı kullanım türünde ChatGPT'yi kullandıklarını ortaya koymuştur.

Keywords

ChatGPT, Enstrümantal Yaklaşım, Ders Planlama, Öğretmen Eğitimi, Kullanım Şemaları, Üretken Yapay Zeka

Exploring Mathematics Teacher Candidates' Instrumentation Process of Generative Artificial Intelligence for Developing Lesson Plans

Abstract

The interaction between humans and technologies has a long historical lineage. Presently, generative artificial intelligence tools such as ChatGPT are being employed for various purposes, especially in education and across diverse domains. These artificial intelligence tools carry significant potential to induce profound transformations in the overarching mission and vision of higher education institutions, thereby exerting a considerable influence on higher education institutions dedicated to training teaching professionals. In fact, tools influence and guide human activities through the genesis or development of “utilization schemes”. This study aims to explore mathematics teacher candidates' instrumentation process of ChatGPT for developing lesson plans with particular attention to the utilization purposes and utilization schemes. The research was designed as a case study conducted during the spring semester of the 2022-2023 academic year. The participants included ten mathematics teacher candidates. The study lasted for eight weeks. The data collection tools used in the study included journals filled out by the participants at least once a week when they interacted with artificial intelligence, screenshots of the conversations between the participants and ChatGPT, and the lesson plans prepared by the participants. The collected data was analyzed within the framework of the instrumental approach. The content analysis results revealed that during the lesson planning process, teacher candidates used ChatGPT in six different utilization types associated with six distinct utilization purposes.

Keywords

ChatGPT, Generative AI Tools, Instrumental Approach, Lesson Planning, Teacher Training, Utilization Schemes

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