Examination of Questions Asked by Pre-Service Mathematics Teachers in their Initial Experiences with ChatGPT

Menekşe Seden Tapan Broutın

Makale detayları

Examination of Questions Asked by Pre-Service Mathematics Teachers in their Initial Experiences with ChatGPT

Yazarlar:

Menekşe Seden Tapan Broutın

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 2, pp.707-732

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297647

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 The development of technology has impacted various aspects of life, including education. Artificial intelligence technologies, particularly ChatGPT, have gained significant prominence in education in recent years. However, the number and quality of academic studies conducted on ChatGPTs integration into education are still limited. Exploring the usage of generative AI tools by in-service and pre-service teachers is an important research area that can provide valuable insights into the role of AI in education and its impact on the teaching profession. This study holds importance as it examines both the questions asked by pre-service teachers and their initial experiences as users. It aims to investigate the initial experiences of mathematics pre-service teachers with ChatGPT in terms of the questions they ask. The study utilizes qualitative research methods and follows a case study design. It was conducted with 32 mathematics pre-service teacher during the spring semester of the 2022-2023 academic year. The data consisted of screenshots of the participants conversations with ChatGPT. Content analysis was employed to analyze the collected data. One noteworthy result of the study is the emphasis on the emotional and social dimensions in the initial experiences of pre-service teachers with ChatGPT. It has been revealed that from the very beginning of the human-AI interaction, pre-service teachers tend to direct ChatGPT towards an interpersonal conversation suitable for human communication. Another important result is that pre-service teachers asked questions related to scientific knowledge, teaching knowledge, and the teaching profession to ChatGPT. This result indicates that the integration of generative AI systems like ChatGPT into the educational process is initiated by pre-service teachers as a natural process.

 The development of technology has impacted various aspects of life, including education. Artificial intelligence technologies, particularly ChatGPT, have gained significant prominence in education in recent years. However, the number and quality of academic studies conducted on ChatGPTs integration into education are still limited. Exploring the usage of generative AI tools by in-service and pre-service teachers is an important research area that can provide valuable insights into the role of AI in education and its impact on the teaching profession. This study holds importance as it examines both the questions asked by pre-service teachers and their initial experiences as users. It aims to investigate the initial experiences of mathematics pre-service teachers with ChatGPT in terms of the questions they ask. The study utilizes qualitative research methods and follows a case study design. It was conducted with 32 mathematics pre-service teacher during the spring semester of the 2022-2023 academic year. The data consisted of screenshots of the participants conversations with ChatGPT. Content analysis was employed to analyze the collected data. One noteworthy result of the study is the emphasis on the emotional and social dimensions in the initial experiences of pre-service teachers with ChatGPT. It has been revealed that from the very beginning of the human-AI interaction, pre-service teachers tend to direct ChatGPT towards an interpersonal conversation suitable for human communication. Another important result is that pre-service teachers asked questions related to scientific knowledge, teaching knowledge, and the teaching profession to ChatGPT. This result indicates that the integration of generative AI systems like ChatGPT into the educational process is initiated by pre-service teachers as a natural process.

 The development of technology has impacted various aspects of life, including education. Artificial intelligence technologies, particularly ChatGPT, have gained significant prominence in education in recent years. However, the number and quality of academic studies conducted on ChatGPTs integration into education are still limited. Exploring the usage of generative AI tools by in-service and pre-service teachers is an important research area that can provide valuable insights into the role of AI in education and its impact on the teaching profession. This study holds importance as it examines both the questions asked by pre-service teachers and their initial experiences as users. It aims to investigate the initial experiences of mathematics pre-service teachers with ChatGPT in terms of the questions they ask. The study utilizes qualitative research methods and follows a case study design. It was conducted with 32 mathematics pre-service teacher during the spring semester of the 2022-2023 academic year. The data consisted of screenshots of the participants conversations with ChatGPT. Content analysis was employed to analyze the collected data. One noteworthy result of the study is the emphasis on the emotional and social dimensions in the initial experiences of pre-service teachers with ChatGPT. It has been revealed that from the very beginning of the human-AI interaction, pre-service teachers tend to direct ChatGPT towards an interpersonal conversation suitable for human communication. Another important result is that pre-service teachers asked questions related to scientific knowledge, teaching knowledge, and the teaching profession to ChatGPT. This result indicates that the integration of generative AI systems like ChatGPT into the educational process is initiated by pre-service teachers as a natural process.

 Günümüzde teknolojinin gelişimi, hayatın her alanını etkilediği gibi eğitim alanını da etkilemiştir. Özellikle yapay zekâ teknolojileri son yıllarda eğitimde önemli bir önem kazanma yoluna girmiştir. ChatGPT doğal dil metnini işleyip oluşturabilen, çok çeşitli soru ve istemlere insan benzeri yanıtlar sağlayan, bir üretken yapay zekâ modelidir. Tüm alanlara olduğu gibi eğitim alanına da büyük bir hızla giriş yapan ChatGPT üzerine yapılmış akademik çalışmaların sayısı ve niteliği henüz sınırlıdır. Üretken yapay zekâ araçlarının öğretmenler ve öğretmen adayları tarafından kullanımının araştırılması, yapay zekânın eğitimdeki rolü ve öğretmenlik mesleği üzerindeki etkisi hakkında değerli bilgiler sağlayabilecek çok önemli bir araştırma konusudur. Bu çalışma, bir yandan öğretmen adaylarının sordukları soruların incelenmesi, diğer yandan ise öğretmen adaylarının kullanıcı olarak ilk deneyimlerinin ele alınması açısından önem taşımaktadır. Bu bağlamda, bu çalışmanın amacı, matematik öğretmen adaylarının ChatGPT ile başlangıç deneyimlerini sordukları sorular açısından incelemektir. Araştırmada nitel araştırma yöntemleri kullanılmış olup, araştırma durum çalışması olarak desenlenmiştir. Araştırma, 2022-2023 eğitim-öğretim yılının bahar döneminde 32 matematik öğretmen adayı ile gerçekleştirilmiştir. Araştırmanın verilerini katılımcıların ChatGPT ile olan konuşmalarının ekran görüntüleri oluşturmuştur. Toplanan veriler içerik analizi tekniği ile çözümlenmiştir. Çalışmanın önemli sonuçlarından birisi, matematik öğretmen adaylarının ChatGPT ile başlangıç deneyimlerinde duygusal ve sosyal boyutların öne çıktığıdır. Yapay zekâ insan ilişkisinin daha en başından, öğretmen adaylarının ChatGPTyi insanlar arası iletişime uygun bir sohbete yönlendirme eğiliminde oldukları ortaya koyulmuştur. Bir diğer önemli sonuç ise öğretmen adaylarının ChatGPTye bilimsel bilgi, öğretim bilgisi ve öğretmenlik mesleği ile ilgili sorular sormuş olmalarıdır. Bu sonuç, ChatGPT gibi üretken yapay zekâların eğitim-öğretim sürecine entegrasyonunun öğretmen adayları tarafından doğal bir süreç olarak başlatıldığını göstermiştir.

Makale detayları

Examination of Questions Asked by Pre-Service Mathematics Teachers in their Initial Experiences with ChatGPT

Yazarlar:

Menekşe Seden Tapan Broutın

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 2, pp.707-732

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297647

pISSN:

2667-6788

Artificial Intelligence

ChatGPT

Mathematics Teacher CandidatesChatGPT

Matematik Öğretmen Adayları

Yapay Zekâ

Sayı

Makale detayları

Examination of Questions Asked by Pre-Service Mathematics Teachers in their Initial Experiences with ChatGPT

Yazarlar: Menekşe Seden Tapan Broutın

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Alan Eğitimleri

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 2, pp.707-732

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297647

pISSN: 2667-6788

Artificial Intelligence

ChatGPT

Mathematics Teacher CandidatesChatGPT

Matematik Öğretmen Adayları

Yapay Zekâ

Sayı

Yazarlar:

Menekşe Seden Tapan Broutın

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 2, pp.707-732

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297647

pISSN:

2667-6788