PERCEPTIONS OF PRESERVICE PRESCHOOL TEACHERS’ REGARDING ARTIFICIAL INTELLIGENCE AND THE MEANINGS THEY ATTRIBUTE

Aysel Korkmaz; Hatice Çilsalar Sagnak

Makale detayları

PERCEPTIONS OF PRESERVICE PRESCHOOL TEACHERS’ REGARDING ARTIFICIAL INTELLIGENCE AND THE MEANINGS THEY ATTRIBUTE

Yazarlar:

Aysel Korkmaz | Hatice Çilsalar Sagnak

Yayıncı:

Cukurova University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1319-1342

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335606

pISSN:

2587-1900

Anahtar kelimeler:

Özet:

 In the current era, the use of artificial intelligence is rapidly becoming widespread. However, there is limited research on how artificial intelligence can be utilized in preschool education both in our country and globally and how educators perceive it. This study aims to investigate preservice teachers perceptions of artificial intelligence and the meanings they attributed to it by preservice teachers who will be preschool educators in the near future. The study was designed as qualitative research. The participants of the study consisted of 107 preservice preschool teachers selected through convenience sampling. Data were collected using a semi-structured form that included prompts such as: Artificial intelligence is like... because... and Artificial intelligence is... because... They were asked to explain their views on AI in detail. As a result of data analysis, the preservice preschool teachers perceptions regarding artificial intelligence were grouped into ten categories. The metaphorical perceptions of AI included: human-like, assistant teacher, convenience, future essentials, complexity, innovation and change, double-sided meaning, dangerous, play and experience, and philosophy. Most of the participants stated that AI has human-like features, while the others focused on its functionality. Regarding the meaning attributed to AI, five categories emerged: features, effects, philosophy, usage of AI, and other. It was determined that pre-service teachers attributed the highest number of meanings to the functional, technical, human-like, dynamic, and human interaction features of artificial intelligence and the lowest number to the necessary, unnecessary, mandatory, and important meanings in the other category. The findings suggest that preservice preschool teachers perceive AI as a necessity of the modern age with the potential to shape the future of education. They also emphasize that need for cautious use to its dual impacts- both positive and negative. Thus, it should be used cautiously. While the participants expressed willingness to integrate AI into preschool education, they approached it with a critical perspective.

 In the current era, the use of artificial intelligence is rapidly becoming widespread. However, there is limited research on how artificial intelligence can be utilized in preschool education both in our country and globally and how educators perceive it. This study aims to investigate preservice teachers perceptions of artificial intelligence and the meanings they attributed to it by preservice teachers who will be preschool educators in the near future. The study was designed as qualitative research. The participants of the study consisted of 107 preservice preschool teachers selected through convenience sampling. Data were collected using a semi-structured form that included prompts such as: Artificial intelligence is like... because... and Artificial intelligence is... because... They were asked to explain their views on AI in detail. As a result of data analysis, the preservice preschool teachers perceptions regarding artificial intelligence were grouped into ten categories. The metaphorical perceptions of AI included: human-like, assistant teacher, convenience, future essentials, complexity, innovation and change, double-sided meaning, dangerous, play and experience, and philosophy. Most of the participants stated that AI has human-like features, while the others focused on its functionality. Regarding the meaning attributed to AI, five categories emerged: features, effects, philosophy, usage of AI, and other. It was determined that pre-service teachers attributed the highest number of meanings to the functional, technical, human-like, dynamic, and human interaction features of artificial intelligence and the lowest number to the necessary, unnecessary, mandatory, and important meanings in the other category. The findings suggest that preservice preschool teachers perceive AI as a necessity of the modern age with the potential to shape the future of education. They also emphasize that need for cautious use to its dual impacts- both positive and negative. Thus, it should be used cautiously. While the participants expressed willingness to integrate AI into preschool education, they approached it with a critical perspective.

 In the current era, the use of artificial intelligence is rapidly becoming widespread. However, there is limited research on how artificial intelligence can be utilized in preschool education both in our country and globally and how educators perceive it. This study aims to investigate preservice teachers perceptions of artificial intelligence and the meanings they attributed to it by preservice teachers who will be preschool educators in the near future. The study was designed as qualitative research. The participants of the study consisted of 107 preservice preschool teachers selected through convenience sampling. Data were collected using a semi-structured form that included prompts such as: Artificial intelligence is like... because... and Artificial intelligence is... because... They were asked to explain their views on AI in detail. As a result of data analysis, the preservice preschool teachers perceptions regarding artificial intelligence were grouped into ten categories. The metaphorical perceptions of AI included: human-like, assistant teacher, convenience, future essentials, complexity, innovation and change, double-sided meaning, dangerous, play and experience, and philosophy. Most of the participants stated that AI has human-like features, while the others focused on its functionality. Regarding the meaning attributed to AI, five categories emerged: features, effects, philosophy, usage of AI, and other. It was determined that pre-service teachers attributed the highest number of meanings to the functional, technical, human-like, dynamic, and human interaction features of artificial intelligence and the lowest number to the necessary, unnecessary, mandatory, and important meanings in the other category. The findings suggest that preservice preschool teachers perceive AI as a necessity of the modern age with the potential to shape the future of education. They also emphasize that need for cautious use to its dual impacts- both positive and negative. Thus, it should be used cautiously. While the participants expressed willingness to integrate AI into preschool education, they approached it with a critical perspective.

 Günümüzde yappay zekanın kullanımı gün geçtikçe yaygınlaşmaktadır Bu doğrultuda ülkemizde ve dünyada yapay zekanın okul öncesi eğitşmde nasıl kullanıldığı ve öğretmenlerin okul öncesi eğitimde yapay zekayı nasıl algıladıkları ile iglili araştırmalar oldukça kısıtlıdır. Bu çalışma yakın zamanda okul öncesi eğitimcisi olacak öğretmen adaylarinin yapay zeka yönelik algılarını ve yapay zekaya yükledikleri incelemeyi amaçlamaktadır. Bu araştırma nitel desende tasarlanmıştır. Araştırmanın katılımcıları kolay ulaşılabilir örnekleme yoluyla 107 okul öncesi öğretmen adayından oluşmaktadır. Veri toplamak için geliştirilen yarı yapılandırılmış formda şu ifadelere yer verilmiştir: Yapay zeka... gibidir, çünkü... ve Yapay zeka... gibidir, çünkü... Katılımcılardan yapay zeka hakkındaki görüşlerini ayrıntılı olarak açıklamaları istenmiştir. Verilerin analizi sonucunda, okul öncesi öğretmen adaylarının yapaya zekaya ilişkin metaforik algıları on kategoride toplanmıştır. YZye yönelik metaforik algılar insana benzer, yardımcı öğretmen, kolaylık, geleceğin vazgeçilmezleri temelleri, karmaşıklık, yenilik ve değişim, çift taraflı anlam, tehlikeli, oyun ve deneyim ve felsefe olarak belirlenmiştir. Katılımcıların büyük çoğunluğu yapay zekanın insana ait özellikler taşıdığına; çok azı yapay zekanın işlevselliği ilişkin algılara sahip olduğu sonucuna ulaşılmıştır. YZnin anlamı ile ilgili olarak beş kategori bulunmaktadır: özellikler, etkiler, felsefe, YZ kullanımı ve diğerleri. Öğretmen adaylarının en çok yapay zekanın fonsiyonel, teknik, insana benzeyen, dinamiklik ve insan etkileşimi özelliklerine; en az ise diğer kategorisinde yer alan gerekli, gereksiz, zorunlu ve önemli anlamlar yükledikleri belirlenmiştir. Araştırma bulgularına göre, geleceği şekillendirme potansiyeline sahip olan öğretmen adayları için YZ çağın bir gerekliliğidir. Öğretmen adayları, YZnin hem olumlu hem de olumsuz etkileri olabileceğini, bu nedenle dikkatli kullanılması gerektiğini vurgulamışlardır. Geleceğin öğretmenlerinin yapay zekayı okul öncesi düzeyde eğitim sürecine dâhil etmeye istekli oldukları, ancak bu süreçte eleştirel bir bakış açısıyla ilerleyecekleri açıktır.

Makale detayları

PERCEPTIONS OF PRESERVICE PRESCHOOL TEACHERS’ REGARDING ARTIFICIAL INTELLIGENCE AND THE MEANINGS THEY ATTRIBUTE

Yazarlar:

Aysel Korkmaz | Hatice Çilsalar Sagnak

Yayıncı:

Cukurova University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1319-1342

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335606

pISSN:

2587-1900

Artificial Intelligence

Preservice Preschool Teacher

Metaphor

Meaning

Content AnalysisYapay Zekâ

Okul Öncesi Öğretmen Adayı

Metafor

Anlam

İçerik Analizi

Sayı

Makale detayları

Yazarlar: Aysel Korkmaz | Hatice Çilsalar Sagnak

Yayıncı: Cukurova University

Ana Başlıklar: Çocuk Gelişimi Eğitimi

Dergi: Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1319-1342

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001335606

pISSN: 2587-1900

Sayı

Yazarlar:

Aysel Korkmaz | Hatice Çilsalar Sagnak

Yayıncı:

Cukurova University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1319-1342

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335606

pISSN:

2587-1900