General Attitudes of Prospective Science and Mathematics Teachers Towards Artificial Intelligence

Hülya Güngör; Özlem Kılıç; İbrahim Ünal

Makale detayları

General Attitudes of Prospective Science and Mathematics Teachers Towards Artificial Intelligence

Yazarlar:

Hülya Güngör | Özlem Kılıç | İbrahim Ünal

Yayıncı:

Adıyaman University

Ana Başlıklar:

Matematik Eğitimi | Fen Bilgisi Eğitimi | Öğrenme Bilimleri

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.116-138

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353564

pISSN:

2149-2727

Anahtar kelimeler:

Özet:

 Artificial intelligence, which we encounter in every field of life, increases its importance day by day. Mankind has started to rapidly spread this technology, which has just emerged, to all areas of life. Artificial intelligence has managed to have a say in every field from the health sector to education. Attitudes towards artificial intelligence have also started to gain importance in different professions. One of the professions affected by this situation is undoubtedly the teaching profession. Increasing levels of concern and changing attitudes towards artificial intelligence have become important in order to adapt to potential technologies to be used in the education and training process. This study aims to examine the attitudes of pre-service science and mathematics teachers towards artificial intelligence according to the factors of gender, department and graduated high school. For this purpose, the general attitude scale towards artificial intelligence was applied to pre-service teachers and then the data were analysed by independent t-test and Anova test. The data obtained show that the gender of the pre-service teachers and the type of high school they graduated from do not have a significant effect on the general attitude towards artificial intelligence. However, a significant difference was observed between pre-service science teachers general attitudes towards artificial intelligence and pre-service mathematics teachers general attitudes towards artificial intelligence. Within the scope of the results of this study, it may be useful to develop teaching programmes focusing on artificial intelligence for pre-service teachers in the long term and to increase the technological equipment in the classrooms where they study.

 Artificial intelligence, which we encounter in every field of life, increases its importance day by day. Mankind has started to rapidly spread this technology, which has just emerged, to all areas of life. Artificial intelligence has managed to have a say in every field from the health sector to education. Attitudes towards artificial intelligence have also started to gain importance in different professions. One of the professions affected by this situation is undoubtedly the teaching profession. Increasing levels of concern and changing attitudes towards artificial intelligence have become important in order to adapt to potential technologies to be used in the education and training process. This study aims to examine the attitudes of pre-service science and mathematics teachers towards artificial intelligence according to the factors of gender, department and graduated high school. For this purpose, the general attitude scale towards artificial intelligence was applied to pre-service teachers and then the data were analysed by independent t-test and Anova test. The data obtained show that the gender of the pre-service teachers and the type of high school they graduated from do not have a significant effect on the general attitude towards artificial intelligence. However, a significant difference was observed between pre-service science teachers general attitudes towards artificial intelligence and pre-service mathematics teachers general attitudes towards artificial intelligence. Within the scope of the results of this study, it may be useful to develop teaching programmes focusing on artificial intelligence for pre-service teachers in the long term and to increase the technological equipment in the classrooms where they study.

 Artificial intelligence, which we encounter in every field of life, increases its importance day by day. Mankind has started to rapidly spread this technology, which has just emerged, to all areas of life. Artificial intelligence has managed to have a say in every field from the health sector to education. Attitudes towards artificial intelligence have also started to gain importance in different professions. One of the professions affected by this situation is undoubtedly the teaching profession. Increasing levels of concern and changing attitudes towards artificial intelligence have become important in order to adapt to potential technologies to be used in the education and training process. This study aims to examine the attitudes of pre-service science and mathematics teachers towards artificial intelligence according to the factors of gender, department and graduated high school. For this purpose, the general attitude scale towards artificial intelligence was applied to pre-service teachers and then the data were analysed by independent t-test and Anova test. The data obtained show that the gender of the pre-service teachers and the type of high school they graduated from do not have a significant effect on the general attitude towards artificial intelligence. However, a significant difference was observed between pre-service science teachers general attitudes towards artificial intelligence and pre-service mathematics teachers general attitudes towards artificial intelligence. Within the scope of the results of this study, it may be useful to develop teaching programmes focusing on artificial intelligence for pre-service teachers in the long term and to increase the technological equipment in the classrooms where they study.

 Hayatın her alanında karşımıza çıkan yapay zekâ her geçen gün önemini artırmaktadır. İnsanoğlu henüz yeni ortaya çıkmış olan bu teknolojiyi yaşamın her alanına hızla yaymaya başlamıştır. Yapay zekâ sağlık sektöründen eğitime kadar her alanda söz sahibi olmayı başarmıştır. Yapay zekâya yönelik tutumlar da farklı mesleklerde önem kazanmaya başlamıştır. Bu durumdan etkilenen mesleklerden biri de şüphesiz öğretmenlik mesleğidir. Yapay zekâya yönelik endişe düzeylerinin artması ve tutumların değişmesi eğitim öğretim sürecinde kullanılacak potansiyel teknolojilere uyum sağlamak adına önemli hale gelmiştir. Bu çalışma fen bilgisi ve matematik öğretmen adaylarının yapay zekâya yönelik tutumlarını cinsiyet, bölüm ve mezun olunan lise faktörlerine göre incelemeyi amaçlamaktadır. Bu amaçla öğretmen adaylarına yapay zekâya yönelik genel tutum ölçeği uygulanmış ardından veriler bağımsız t testi ve Anova testi ile analiz edilmiştir. Elde edilen veriler, öğretmen adaylarının cinsiyetinin ve mezun oldukları lise türünün yapay zekâya yönelik genel tutum üzerinde anlamlı bir etkisinin olmadığını göstermektedir. Ancak fen bilgisi öğretmen adaylarının yapay zekâya yönelik genel tutumları ile matematik öğretmen adaylarının yapay zekâya yönelik genel tutumları arasında anlamlı farklılık gözlenmiştir. Bu çalışmanın sonuçları kapsamında, uzun vadede öğretmen adayları için yapay zekâya odaklanan öğretim programları geliştirmek ve onların öğrenim gördüğü sınıflardaki teknolojik donanımı artırmak faydalı olabilir.

Makale detayları

General Attitudes of Prospective Science and Mathematics Teachers Towards Artificial Intelligence

Yazarlar:

Hülya Güngör | Özlem Kılıç | İbrahim Ünal

Yayıncı:

Adıyaman University

Ana Başlıklar:

Matematik Eğitimi | Fen Bilgisi Eğitimi | Öğrenme Bilimleri

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.116-138

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353564

pISSN:

2149-2727

Artificial intelligence

Attitude

Pre-service science teacher

Pre-service mathematics teacherYapay zeka

Tutum

Yapay zekâ

Fen bilgisi öğretmen adayı

Matematik öğretmen adayı

Sayı

Makale detayları

Yazarlar: Hülya Güngör | Özlem Kılıç | İbrahim Ünal

Yayıncı: Adıyaman University

Ana Başlıklar: Matematik Eğitimi | Fen Bilgisi Eğitimi | Öğrenme Bilimleri

Dergi: Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.116-138

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001353564

pISSN: 2149-2727

Sayı

Yazarlar:

Hülya Güngör | Özlem Kılıç | İbrahim Ünal

Yayıncı:

Adıyaman University

Ana Başlıklar:

Matematik Eğitimi | Fen Bilgisi Eğitimi | Öğrenme Bilimleri

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.116-138

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353564

pISSN:

2149-2727