Üretken Yapay Zeka ile Diyalojik Ortak Yaratım: Yükseköğretimde Paralel Düşünme Kanalları, Sezgi ve Epistemik Dönüşümün Bütünleştirilmesi

Öz

Yapay zeka, yalnızca teknolojik bir araç olarak değil, bilgi uyuşmazlıklarının öğrenmeyi ve entelektüel gelişimi zenginleştirebileceği bir bilişsel ortak olarak ele alınmaktadır. Bu araştırma makalesi, kavramsal analiz yoluyla diyalojik pedagoji, bilişsel uyumsuzluk ve epistemik tevazu teorilerini bir araya getirmektedir. Makale, Paralel Düşünme Kanallarının eleştirel düşünmeyi, iç görü ve hesaplamalı akıl yürütme ile insan sezgisinin yenilikçi bir şekilde birleştirilmesini nasıl desteklediğini incelemektedir. Bu çalışmanın amacı, yükseköğretim bağlamında üretken yapay zekanın devrimci potansiyelini inceleyerek diyalojik ortak yaratım kavramını daha da ileriye taşımaktır. Bu çalışmada, 419 lisans ve lisansüstü öğrencinin katılımıyla nicel bir yaklaşım kullanılmıştır. Veri analizi, kavramsal model ve hipotezler, çalışmanın yapıları arasındaki ilişkileri analiz etmek üzere SmartPLS 4.1.1.8 sürümünde Kısmi En Küçük Kareler Yapısal Eşitlik Modellemesi (PLS-SEM) kullanılarak değerlendirilmiştir. Çalışmanın sonuçları, makine tarafından üretilen sonuçlar ile insan yargısı arasındaki çatışmadan kaynaklanan farklılıkların, dönüştürücü öğrenmenin tetikleyicileri olarak işlev gördüğünü göstermektedir. Sezgiyi hesaplamalı düşünmeyle birleştiren öğrenciler, belirsizliği yönetme becerilerini geliştirir, anlayışlarını genişletir ve esnek bir entelektüel dayanıklılık kazanırlar. Bilgi geliştirme sürecinde işbirlikçi bir ortak olarak bu çalışma, üretken yapay zekayı yükseköğretime entegre etmek için yeni bir çerçeve sunmaktadır. Mezunları karmaşık ve belirsiz dijital geleceğe hazırlamak amacıyla, bu yaklaşım ortak yaratım, eleştirel düşünme ve epistemik esnekliğe vurgu yapmaktadır.

Anahtar Kelimeler

• Diyalojik Ortak Yaratım
• Epistemik Dönüşüm
• Yükseköğretim
• Üretken Yapay Zeka
• Paralel Düşünme Kanalları

Dialogic Co-Creation with Generative AI: Reconciling Parallel Thinking Channels, Intuition, and Epistemic Transformation in Higher Education

Öz

AI as a cognitive partner whose knowledge disagreements can enhance learning and intellectual development rather than merely as a technological instrument. This research paper combines theories of dialogic pedagogy, cognitive dissonance, and epistemic humility via conceptual analysis. It looks at how Parallel Thinking Channels promote critical thinking, introspection, and the innovative combination of computational reasoning with human intuition. The purpose of this study is to advance the concept of dialogic cocreation by examining the revolutionary potential of generative AI in higher education portrays. This study utilized a quantitative approach with 419 undergraduate and post-graduate students as participants. The data analysis, conceptual model and hypotheses were evaluated employing Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS version 4.1.1.8 to analyse the associations between the constructs of the study. The results of study show that the disparities arising from the conflict between machine-generated results and human reasoning serve as triggers for transformative learning. By merging intuition with computational thinking, students enhance their ability to manage uncertainty, broaden their understanding, and cultivate flexible intellectual resilience. As a cooperative partner in knowledge development, this study offers a novel framework for incorporating generative AI into higher education. To prepare graduates for complex and uncertain digital futures, it emphasizes co-creation, critical reflection, and epistemic flexibility.

Anahtar Kelimeler

• Dialogic Co-Creation
• Epistemic Transformative
• Higher education
• Generative AI
• Parallel Thinking Channels

Kaynakça

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