Science Teachers' Views on the Use of Artificial Intelligence Applications in Education

Abstract

We live in the age of technology. Artificial intelligence tools have become part of our daily lives. The integration of artificial intelligence systems into our daily lives has made it necessary to integrate these applications into education systems. With the integration of artificial intelligence applications into education systems, teachers and students have begun to actively use artificial intelligence applications in teaching processes. Science disciplines, in particular, are inherently intertwined with technology. This study was conducted to determine science teachers' views on the use of artificial intelligence applications in education. A phenomenological design, one of the qualitative research methods, was used in the study. The sample of the study consisted of five science teachers working in public schools, determined through convenience sampling, one of the purposive sampling methods. Data were obtained through semi-structured interviews. Thematic analysis was preferred for data analysis. Analysis of the research data reveals that science teachers' views fall under four themes. These themes are: knowledge of artificial intelligence, readiness to use artificial intelligence, the use of artificial intelligence in education, and the impact of artificial intelligence applications on the teaching profession. Within the four themes identified through the analysis, teachers' views are seen to focus heavily on the advantages to be gained from the use of artificial intelligence applications in education. Throughout the interviews, science teachers, who evaluated categories such as the application of artificial intelligence technologies, competence, and the impact on the teaching profession, expressed their opinions on the use of artificial intelligence in education and emphasized codes related to its advantages.