Fen Bilgisi Öğretmen Adaylarının Yapay Zekâ Okuryazarlığı: Farklı Değişkenler Açısından Bir İnceleme

Year 2025, Volume: 26 Issue: 3, 2211 - 2244, 30.12.2025

Elif Dağdelen , Hülya Güngör , İbrahim Ünal

https://doi.org/10.17679/inuefd.1650862

https://izlik.org/JA68DH72LY

Abstract

Bu çalışma fen bilgisi öğretmen adaylarının yapay zekâ okuryazarlık düzeylerinin belirlenmesi amacıyla yapılmıştır. Bu amaç doğrultusunda öğretmen adaylarının yapay zekâ okuryazarlık düzeylerinin cinsiyet, sınıf düzeyi, mezun olunan lise türü değişkenlerine göre farklılık gösterip göstermediği incelenmiştir. Araştırmanın katılımcı grubunu bir devlet üniversitesinde 2024-2025 eğitim-öğretim yıllarında 1, 2, 3. ve 4. sınıflarda öğrenim görmekte olan 149 fen bilgisi öğretmen adayı oluşturmaktadır. Tarama modelinin tercih edildiği araştırmada veriler, Google Forms üzerinden “Yapay Zekâ Okuryazarlık Ölçeği” ile toplanmıştır. Elde edilen veriler SPSS paket programı ile analiz edilmiş olup sonucunda fen bilgisi öğretmen adaylarının yapay zekâ okuryazarlıklarının yüksek düzeyde olduğu tespit edilmiştir. Ayrıca öğretmen adaylarının okuryazarlık düzeylerinin cinsiyet faktörüne göre değişmediği, sınıf düzeyinin yapay zekâ okuryazarlık düzeyleri açısından anlamlı farklılık oluşturduğu tespit edilmiştir. Sonuçlardan yola çıkarak öğretmen yetiştirme ve müfredat geliştirme uzmanlarına, fen bilgisi öğretmeni yetiştirme müfredat programına “Yapay Zekâ ve Fen Eğitiminde Kullanımı” içerikli bir ders eklenmesi önerisinde bulunulabilir.

Keywords

fen eğitimi , yapay zeka , yapay zeka okuryazarlığı

Artificial Intelligence Literacy of Prospective Science Teachers: An Investigation in Terms of Different Variables

https://izlik.org/JA68DH72LY

Abstract

This study was conducted to determine the artificial intelligence literacy levels of pre-service science teachers. In line with this purpose, it was examined whether the artificial intelligence literacy levels of pre-service science teachers differed according to gender, grade level, and type of high school graduated from. The participant group of the study consisted of 149 pre-service science teachers studying in the 1st, 2nd, 3rd and 4th grades in a state university in the 2024-2025 academic years. In the study in which the survey model was preferred, the data were collected with the “Artificial Intelligence Literacy Scale” via Google Forms. The data obtained were analyzed with SPSS package program and as a result, it was determined that the artificial intelligence literacy of pre-service science teachers was at a high level. In addition, it was determined that the literacy levels of pre-service teachers did not change according to the gender factor, and the grade level created a significant difference in terms of artificial intelligence literacy levels. Based on the results, it can be suggested to teacher training and curriculum development experts to add a course on “Artificial Intelligence and its Use in Science Education” to the science teacher training curriculum program.

Keywords

Science education , artificial intelligence , artificial intelligence literacy

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