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General Attitudes of Prospective Science and Mathematics Teachers Towards Artificial Intelligence

Yıl 2025, Cilt: 15 Sayı: 1, 116 - 138, 30.06.2025

Hülya Güngör , Özlem Kılıç , İbrahim Ünal

https://doi.org/10.17984/adyuebd.1550736

Öz

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.

Anahtar Kelimeler

Artificial intelligence Attitude Pre-service science teacher Pre-service mathematics teacher

Kaynakça

  • Akalın, B., & Veranyurt, Ü. (2020). Digitalisation and artificial intelligence in health. SDÜ Journal of Health Management, 2(2), 128-137.
  • Aktulun, O. U., Kasapoglu, K., & Aydogdu, B. (2024). Comparing Turkish pre-service STEM and Non-STEM teachers' attitudes and anxiety towards artificial intelligence. Journal of Baltic Science Education, 23(5), 950-963. https://doi.org/10.33225/jbse/24.23.950
  • Alissa, R.A.S., & Hamadneh, M.A. (2023). The level of science and mathematics teachers' employment of artificial intelligence applications in the educational process. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(6), 1597-1608. https://doi.org/10.46328/ijemst.3806
  • Alpaydın, E. (2013). Machine learning. Istanbul: Boğaziçi University Publishing House.
  • Arslan, K. (2020). Artificial intelligence and applications in education. West Anatolian Journal of Educational Sciences, 11(1), 71-88.
  • Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A.,... Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Scientific research methods in education. Pegem Academy.
  • Can. A. (2013). Quantitative data analysis in scientific research process with SPSS. Pegem Academy.
  • Chiu, T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools. TechTrends, 65, 796-807. https://doi.org/10.1007/s11528-021-00637-1
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge
  • Coşkun, F., & Gülleroğlu, H. D. (2021). The development of artificial intelligence in history and its use in education. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 947-966. https://doi.org/10.30964/auebfd.916220
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications: London
  • Eyüp, B., & Kayhan, S. (2023). Pre-service Turkish language teachers' anxiety and attitudes towards artificial intelligence. International Journal of Education and Literacy Studies, 11(4), 43-56. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.43
  • Fahimirad, M., & Kotamjani, S. S. (2018). A review on application of artificial intelligence in teaching and learning in educational contexts. International Journal of Learning and Development, 8(4), 106-118. https://doi.org/10.5296/ijld.v8i4.14057
  • Gao, S. (2020). Innovative teaching of integration of artificial intelligence and university mathematics in big data environment. IOP Conference Series: Materials Science and Engineering, 750(1), 012137. https://doi.org/10.1088/1757-899X/750/1/012137
  • Güzey, C., Çakır, O., Athar, M. H., & Yurdaöz, E. (2023). Analysing the trends in research on artificial intelligence in education. Journal of Information and Communication Technologies, 5(1), 67-78. https://doi.org/10.53694/bited.1060730
  • Hajam, K. B., & Gahir, S. (2024). Unveiling the Attitudes of University Students Toward Artificial Intelligence. Journal of Educational Technology Systems, 52(3), 335-345. https://doi.org/10.1177/00472395231225920
  • Hopcan, S., Türkmen, G., & Polat, E. (2024). Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates. Education and Information Technologies, 29(6), 7281-7301. https://doi.org/10.1007/s10639-023-12086-9
  • İşler, B., & Kılıç, M. (2021). The use and development of artificial intelligence in education. New Media Electronic Journal, 5(1), 1-11.
  • Johnson, D. G., & Verdicchio, M. (2017). AI anxiety. Journal of the Association for Information Science and Technology, 68(9), 2267-2270. https://doi.org/10.1002/asi.23867
  • Kaya, F., Aydin, F., Schepman, A., Rodway, P., Yetişensoy, O., & Demir Kaya, M. (2024). The roles of personality traits, AI anxiety, and demographic factors in attitudes towards artificial intelligence. International Journal of Human-Computer Interaction, 40(2), 497-514. https://doi.org/10.1080/10447318.2022.2151730
  • Korkmaz Guler, N., Dertli, Z. G., Boran, E., & Yildiz, B. (2024). An artificial intelligence application in mathematics education: Evaluating ChatGPT's academic achievement in a mathematics exam. Pedagogical Research, 9(2), 1-12. https://doi.org/10.29333/pr/14145
  • Kum, Ö. (2023). Attitudes of graphic design department students towards artificial intelligence (Tokat Province Example). Ekev Academy Journal, (96), 172-181. https://doi.org/10.17753/sosekev.1381995
  • Li, J., & Huang, J. S. (2020). Dimensions of artificial intelligence anxiety based on the integrated fear acquisition theory. Technology in Society, 63,1-10. https://doi.org/10.1016/j.techsoc.2020.101410
  • Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., & Sanghvi, S. (2017). Jobs lost, jobs gained: workforce transitions in a time of automation. McKinsey Global Institute, 150(1), 1-148.
  • M. E. B., & General Directorate of Educational Technologies. (2024). Artificial Intelligence Tools Used in Education: Teacher's Handbook.
  • Murphy, R.F., (2019). Artificial intelligence applications to support K-12 teachers and teaching. Rand Corporation, 10, 1-21. https://doi.org/10.7249/PE315
  • Nabiyev, V. V. (2012). Artificial intelligence: Human-computer interaction. Ankara: Seçkin Publishing.
  • Nja, C. O., Idiege, K. J., Uwe, U. E., Meremikwu, A. N., Ekon, E. E., Erim, C. M., ... & Cornelius-Ukpepi, B. U. (2023). Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers. Smart Learning Environments, 10(1), 42. https://doi.org/10.1186/s40561-023-00261-x
  • Pörn, R., Braskén, M., Wingren, M., & Andersson, S. (2024). Attitudes towards and Expectations on the Role of Artificial Intelligence in the Classroom among Digitally Skilled Finnish K-12 Mathematics Teachers. LUMAT: International Journal on Math, Science and Technology Education, 12(3), 53-77. https://doi.org/10.31129/LUMAT.12.3.2102
  • Richter, L. M. (2018). Supporting parents to provide nurturing care to young children. Zero To Three, 38, 10-16.
  • Simpson, R. D., Koballa, T. R., Oliver, J. S., & Crawley, F. E. (1994). Research on the affective dimension of science learning. Handbook of research on science teaching and learning, 1, 211-234.
  • Şanlı, A., Ateş, E., Bayburtlu, N., Bektaş, M., & Özdemir, K. (2023). Teacher tendencies in the use of artificial intelligence. International Journal of Social Sciences, 7(28), 206-222. https://doi.org/10.52096/usbd.7.28.15
  • Topal, A., Eren, D., & Geçer, A. (2021). Chatbot Application in a 5th Grade Science Course. Education and Information Technologies, 26(5), 6241-6265. https://doi.org/10.1007/s10639-021-10627-8
  • Turgut, M. F., & Baykul, Y., 1992. Scaling Techniques. ÖSYM Publications, Ankara
  • Ural Keleş, P., & Aydın, S. (2021). University students' perceptions about artificial intelligence. Shanlax International Journal of Education, 9(1), 212-220. https://doi.org/10.34293/education.v9iS1-May.4014
  • Owoc, M.L., Sawicka, A., & Weichbroth, P. (2021). Artificial intelligence technologies in education: Benefits, challenges and strategies of implementation, ArXiv, abs/2102.09365. https://doi.org/10.1007/978-3-030-85001-2_4
  • Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, robotics, future of work and future of humanity: A review and research agenda. Journal of Database Management (JDM), 30(1), 61-79. https://doi.org/10.4018/JDM.2019010104
  • Wang, J., Hong, H., Ravitz, J., & Ivory, M. (2015, June). Gender differences in factors influencing pursuit of computer science and related fields. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 117-122)
  • Wang, Y. Y., & Wang, Y. S. (2022). Development and validation of an artificial intelligence anxiety scale: An initial application in predicting motivated learning behaviour. Interactive Learning Environments, 30(4), 619-634. https://doi.org/10.1080/10494820.2019.1674887

Fen Bilgisi ve Matematik Öğretmen Adaylarının Yapay Zekâya Yönelik Genel Tutumları

Yıl 2025, Cilt: 15 Sayı: 1, 116 - 138, 30.06.2025

Hülya Güngör , Özlem Kılıç , İbrahim Ünal

https://doi.org/10.17984/adyuebd.1550736

Öz

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.

Anahtar Kelimeler

Yapay zeka Tutum Yapay zekâ Fen bilgisi öğretmen adayı Matematik öğretmen adayı

Kaynakça

  • Akalın, B., & Veranyurt, Ü. (2020). Digitalisation and artificial intelligence in health. SDÜ Journal of Health Management, 2(2), 128-137.
  • Aktulun, O. U., Kasapoglu, K., & Aydogdu, B. (2024). Comparing Turkish pre-service STEM and Non-STEM teachers' attitudes and anxiety towards artificial intelligence. Journal of Baltic Science Education, 23(5), 950-963. https://doi.org/10.33225/jbse/24.23.950
  • Alissa, R.A.S., & Hamadneh, M.A. (2023). The level of science and mathematics teachers' employment of artificial intelligence applications in the educational process. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(6), 1597-1608. https://doi.org/10.46328/ijemst.3806
  • Alpaydın, E. (2013). Machine learning. Istanbul: Boğaziçi University Publishing House.
  • Arslan, K. (2020). Artificial intelligence and applications in education. West Anatolian Journal of Educational Sciences, 11(1), 71-88.
  • Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A.,... Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Scientific research methods in education. Pegem Academy.
  • Can. A. (2013). Quantitative data analysis in scientific research process with SPSS. Pegem Academy.
  • Chiu, T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools. TechTrends, 65, 796-807. https://doi.org/10.1007/s11528-021-00637-1
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge
  • Coşkun, F., & Gülleroğlu, H. D. (2021). The development of artificial intelligence in history and its use in education. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 947-966. https://doi.org/10.30964/auebfd.916220
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications: London
  • Eyüp, B., & Kayhan, S. (2023). Pre-service Turkish language teachers' anxiety and attitudes towards artificial intelligence. International Journal of Education and Literacy Studies, 11(4), 43-56. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.43
  • Fahimirad, M., & Kotamjani, S. S. (2018). A review on application of artificial intelligence in teaching and learning in educational contexts. International Journal of Learning and Development, 8(4), 106-118. https://doi.org/10.5296/ijld.v8i4.14057
  • Gao, S. (2020). Innovative teaching of integration of artificial intelligence and university mathematics in big data environment. IOP Conference Series: Materials Science and Engineering, 750(1), 012137. https://doi.org/10.1088/1757-899X/750/1/012137
  • Güzey, C., Çakır, O., Athar, M. H., & Yurdaöz, E. (2023). Analysing the trends in research on artificial intelligence in education. Journal of Information and Communication Technologies, 5(1), 67-78. https://doi.org/10.53694/bited.1060730
  • Hajam, K. B., & Gahir, S. (2024). Unveiling the Attitudes of University Students Toward Artificial Intelligence. Journal of Educational Technology Systems, 52(3), 335-345. https://doi.org/10.1177/00472395231225920
  • Hopcan, S., Türkmen, G., & Polat, E. (2024). Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates. Education and Information Technologies, 29(6), 7281-7301. https://doi.org/10.1007/s10639-023-12086-9
  • İşler, B., & Kılıç, M. (2021). The use and development of artificial intelligence in education. New Media Electronic Journal, 5(1), 1-11.
  • Johnson, D. G., & Verdicchio, M. (2017). AI anxiety. Journal of the Association for Information Science and Technology, 68(9), 2267-2270. https://doi.org/10.1002/asi.23867
  • Kaya, F., Aydin, F., Schepman, A., Rodway, P., Yetişensoy, O., & Demir Kaya, M. (2024). The roles of personality traits, AI anxiety, and demographic factors in attitudes towards artificial intelligence. International Journal of Human-Computer Interaction, 40(2), 497-514. https://doi.org/10.1080/10447318.2022.2151730
  • Korkmaz Guler, N., Dertli, Z. G., Boran, E., & Yildiz, B. (2024). An artificial intelligence application in mathematics education: Evaluating ChatGPT's academic achievement in a mathematics exam. Pedagogical Research, 9(2), 1-12. https://doi.org/10.29333/pr/14145
  • Kum, Ö. (2023). Attitudes of graphic design department students towards artificial intelligence (Tokat Province Example). Ekev Academy Journal, (96), 172-181. https://doi.org/10.17753/sosekev.1381995
  • Li, J., & Huang, J. S. (2020). Dimensions of artificial intelligence anxiety based on the integrated fear acquisition theory. Technology in Society, 63,1-10. https://doi.org/10.1016/j.techsoc.2020.101410
  • Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., & Sanghvi, S. (2017). Jobs lost, jobs gained: workforce transitions in a time of automation. McKinsey Global Institute, 150(1), 1-148.
  • M. E. B., & General Directorate of Educational Technologies. (2024). Artificial Intelligence Tools Used in Education: Teacher's Handbook.
  • Murphy, R.F., (2019). Artificial intelligence applications to support K-12 teachers and teaching. Rand Corporation, 10, 1-21. https://doi.org/10.7249/PE315
  • Nabiyev, V. V. (2012). Artificial intelligence: Human-computer interaction. Ankara: Seçkin Publishing.
  • Nja, C. O., Idiege, K. J., Uwe, U. E., Meremikwu, A. N., Ekon, E. E., Erim, C. M., ... & Cornelius-Ukpepi, B. U. (2023). Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers. Smart Learning Environments, 10(1), 42. https://doi.org/10.1186/s40561-023-00261-x
  • Pörn, R., Braskén, M., Wingren, M., & Andersson, S. (2024). Attitudes towards and Expectations on the Role of Artificial Intelligence in the Classroom among Digitally Skilled Finnish K-12 Mathematics Teachers. LUMAT: International Journal on Math, Science and Technology Education, 12(3), 53-77. https://doi.org/10.31129/LUMAT.12.3.2102
  • Richter, L. M. (2018). Supporting parents to provide nurturing care to young children. Zero To Three, 38, 10-16.
  • Simpson, R. D., Koballa, T. R., Oliver, J. S., & Crawley, F. E. (1994). Research on the affective dimension of science learning. Handbook of research on science teaching and learning, 1, 211-234.
  • Şanlı, A., Ateş, E., Bayburtlu, N., Bektaş, M., & Özdemir, K. (2023). Teacher tendencies in the use of artificial intelligence. International Journal of Social Sciences, 7(28), 206-222. https://doi.org/10.52096/usbd.7.28.15
  • Topal, A., Eren, D., & Geçer, A. (2021). Chatbot Application in a 5th Grade Science Course. Education and Information Technologies, 26(5), 6241-6265. https://doi.org/10.1007/s10639-021-10627-8
  • Turgut, M. F., & Baykul, Y., 1992. Scaling Techniques. ÖSYM Publications, Ankara
  • Ural Keleş, P., & Aydın, S. (2021). University students' perceptions about artificial intelligence. Shanlax International Journal of Education, 9(1), 212-220. https://doi.org/10.34293/education.v9iS1-May.4014
  • Owoc, M.L., Sawicka, A., & Weichbroth, P. (2021). Artificial intelligence technologies in education: Benefits, challenges and strategies of implementation, ArXiv, abs/2102.09365. https://doi.org/10.1007/978-3-030-85001-2_4
  • Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, robotics, future of work and future of humanity: A review and research agenda. Journal of Database Management (JDM), 30(1), 61-79. https://doi.org/10.4018/JDM.2019010104
  • Wang, J., Hong, H., Ravitz, J., & Ivory, M. (2015, June). Gender differences in factors influencing pursuit of computer science and related fields. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 117-122)
  • Wang, Y. Y., & Wang, Y. S. (2022). Development and validation of an artificial intelligence anxiety scale: An initial application in predicting motivated learning behaviour. Interactive Learning Environments, 30(4), 619-634. https://doi.org/10.1080/10494820.2019.1674887
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi, Fen Bilgisi Eğitimi, Öğrenme Bilimleri
Bölüm Araştırma Makaleleri
Yazarlar

Hülya Güngör 0000-0003-3589-887X

Özlem Kılıç 0009-0008-9857-784X

İbrahim Ünal 0000-0001-8497-4459

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 1 Ekim 2024
Kabul Tarihi 14 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 15 Sayı: 1

Kaynak Göster

APA Güngör, H., Kılıç, Ö., & Ünal, İ. (2025). General Attitudes of Prospective Science and Mathematics Teachers Towards Artificial Intelligence. Adıyaman University Journal of Educational Sciences, 15(1), 116-138. https://doi.org/10.17984/adyuebd.1550736
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