Artificial Intelligence-Supported History of Science Instruction: An Exploration of Pre-service Teachers’ 21st Century Skills and Learning Experiences

Öz

This study aims to examine the experiences of preservice elementary teachers who developed artificial intelligence (AI)-supported products within the context of a history and philosophy of science course, and to explore how these experiences influenced their perspectives toward AI, their 21st-century skills, and their approaches to the history of science. The participants were 13 sophomore pre-service teachers selected via criterion sampling. Using a phenomenological design, qualitative data were collected through semi-structured focus group interviews and researcher journals. Findings indicate that AI-supported history of science instruction offered positive experiences, especially for collaboration and communication skills. Participants described AI as a group member that reduces intra-group conflicts and as a facilitator that encourages collaboration and communication while enhancing participation. However, regarding creative thinking, critical thinking, and problem-solving skills, participants experienced both supportive and limiting situations. Some pre-service teachers used AI in creative and critical ways, whereas others noted that excessive use could lead to risks such as intellectual laziness, loss of originality, and concerns about the reliability of information. Additionally, AI-supported activities were found to increase participants’ interest in and awareness of the history of science through the life stories of scientists. These findings indicate that AI integration and interdisciplinary approaches, emerging as new paradigms in teacher education, can play a significant role in developing pre-service teachers’ professional competencies.

Anahtar Kelimeler

• Artificial intelligence
• history of science
• 21st-century skills
• teacher education
• learning experiences

Yapay Zekâ Destekli Bilim Tarihi Öğretimi: Öğretmen Adaylarının 21. Yüzyıl Becerileri ve Öğrenme Deneyimleri Üzerine Bir İnceleme

Öz

Bu araştırmanın amacı sınıf öğretmenliği programı öğretmen adaylarının yapay zeka (YZ) destekli ürünler geliştirdikleri bilim tarihi ve felsefesi dersi sürecine ilişkin deneyimlerine dayalı görüşlerini ortaya koymaktır. Ayrıca, bu deneyimlerin öğretmen adaylarının YZ’ye bakış açılarına, 21. yüzyıl becerilerine ve bilim tarihine yönelik yaklaşımlarına yansımaları incelenmiştir. Katılımcılar ölçüt örnekleme yöntemiyle seçilen sınıf öğretmenliği programında öğrenim gören 13 öğretmen adayından oluşmaktadır. Fenomenolojik desenle yürütülen bu nitel araştırmada veriler, yarı yapılandırılmış odak grup görüşmelerinden ve gözlem günlüklerinden toplanmıştır. Bulgular, YZ destekli bilim tarihi öğretiminin öğretmen adaylarına iş birliği ve iletişim becerileri açısından olumlu deneyimler sunduğunu ortaya koymuştur. Katılımcılar, YZ’yi grup içi çatışmaları azaltan bir üye, iş birliği ile iletişimi teşvik eden, kolaylaştıran, katılımı artıran bir yol gösterici olarak tanımlamıştır. Öte yandan, yaratıcı düşünme, eleştirel düşünme ve problem çözme becerileri açısından yaratıcılığı destekleyici ancak özgünlüğü ve eleştirel düşünmeyi sınırlandırıcı deneyimlere yol açtığı görülmüştür. Bazı adaylar YZ’yi eleştirel ve yaratıcı biçimde kullanabilirken, bazıları ise aşırı kullanımın düşünme tembelliği, özgünlük kaybı ve bilgi güvenirliği gibi riskler barındırdığına dikkat çekmiştir. Ayrıca, YZ destekli uygulamaların, bilim insanlarının yaşam öyküleri aracılığıyla adayların bilim tarihine yönelik ilgisini ve farkındalığını artırdığı belirlenmiştir. Bu bulgular, öğretmen eğitiminin dijital dönüşümle şekillenen yeni paradigmaları arasında yer alan YZ entegrasyonu ve disiplinlerarası yaklaşımların öğretmen adaylarının mesleki yeterliklerinin gelişiminde önemli bir rol oynayabileceğini göstermektedir.

Anahtar Kelimeler

• Yapay zeka
• bilim tarihi
• 21. yüzyıl becerileri
• öğretmen eğitimi
• öğrenme deneyimleri

Kaynakça

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