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Journals / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi / 2024 / Cilt: 6 Sayı: 2

Perceptions of Teacher Candidates on Artificial Intelligence in Education- A Metaphorical Analysis

Öğretmen Adaylarının Eğitimde Yapay Zeka Algıları: Bir Metafor Analizi

Rahime Filiz Ağmaz(NECMETTİN ERBAKAN ÜNİVERSİTESİ)0000-0003-2418-1515
Funda Ergulec(ESKISEHIR OSMANGAZI UNIVERSITY)0000-0002-7236-7894
Pages
589–605
Publication Date
2024-12-31
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study concluded that the prior use of artificial intelligence tools had different effects on the experiences of pre-service teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Artificial intelligence, which is used in many fields with the development of technology, is also used in the innovative and current structuring of education.
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Key Findings & Data:The participants of the study consist of 109 first-year pre-service teachers studying in the Department of Preschool Education at two different universities.
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Conclusion & Impact:The study concluded that the prior use of artificial intelligence tools had different effects on the experiences of pre-service teachers.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Eğitimde yapay zeka · Metafor · Okul öncesi öğretmen adayları.

Abstract

Artificial intelligence, which is used in many fields with the development of technology, is also used in the innovative and current structuring of education. Students, parents, administrators, teachers, and pre-service teachers have become a part of this new changing structure. At this point, it is important to understand the views of pre-service teachers about artificial intelligence use in education, which will appear in different forms in the future. The main purpose of this study is to explain pre-service teachers' views on the use of artificial intelligence in education through metaphors. In this context, pre-service teachers' experiences regarding the use of artificial intelligence in education were examined through metaphor analysis within the scope of a qualitative phenomenology study. The participants of the study consist of 109 first-year pre-service teachers studying in the Department of Preschool Education at two different universities. Pre-service teachers were asked to complete the following sentence, "Artificial intelligence in education is like... because..." Within the scope of the study, pre-service teachers were divided into two groups according to whether they had previously used an artificial intelligence tool. Pre-service teachers who had previously used artificial intelligence tools generated 26 different metaphors, while those who had not previously used artificial intelligence tools produced 38 different metaphors, resulting in a total of 64 different metaphors. Pre-service teachers’ responses were coded and categorized into themes. These categories included intelligent teachers and representatives, personalized learning systems, chatbots, ethical concerns, and potential risks. Themes were developed by grouping related categories together and associating them with topic headings obtained from the literature review. In both groups, themes emerged in the form of positive metaphors and negative metaphors. The study concluded that the prior use of artificial intelligence tools had different effects on the experiences of pre-service teachers. It was found that the metaphors of pre-service teachers who had previously used artificial intelligence tools were more positive and less anxious, while the metaphors of those who had not previously used artificial intelligence tools were more negative and anxious.

Özet

Teknolojinin gelişmesiyle birlikte birçok alanda kullanılan yapay zekadan eğitimin yenilikçi ve güncel yapılanmasında da faydalanılmaktadır. Gelinen noktada öğrenciler, ebeveynler, öğretmen adayları ve öğretmenler bu yapılanmanın bir parçası haline gelmiştir. Gelecekte de farklı şekillerde karşımıza çıkacak yapay zeka uygulamalarına öğretmen adaylarının nasıl baktıklarını belirlemek önem arz etmektedir. Bu çalışmanın temel amacı öğretmen adaylarının eğitimde yapay zeka kullanımına ilişkin görüşlerini metaforlar aracılığıyla açıklamaktır. Bu bağlamda bu çalışmada öğretmen adaylarının eğitimde yapay zeka kullanımına ilişkin deneyimleri nitel olgubilim (fenomenoloji) çalışması kapsamında metafor analiziyle incelenmiştir. Çalışmanın katılımcıları farklı üniversitelerde Okul Öncesi Eğitimi Anabilim Dalında öğrenim görmekte olan 109 birinci sınıf öğretmen adayı oluşmaktadır. Öğretmen adaylarından “Eğitimde yapay zeka…. gibidir, çünkü…” cümlesini tamamlamaları istenmiştir. Çalışma kapsamında öğretmen adayları daha önceden bir yapay zeka aracı kullanma durumlarına göre iki gruba ayrılmıştır. Daha önceden yapay zeka aracı kullanan öğretmen adayları tarafından 26 farklı metafor, daha önceden yapay zeka aracı kullanmayan öğretmen adayları tarafından 38 farklı metafor olmak üzere 64 farklı metafor üretilmiştir. Öğretmen adaylarının verdikleri cevaplara ilişkin metaforlar kodlanmış ve kategorilere ayrılmıştır. Bu kategoriler akıllı öğretmenler ve temsilciler, kişiselleştirilmiş öğrenme sistemleri, sohbet robotları, etik kaygılar ve potansiyel riskler şeklindedir. İlişkili kategoriler bir araya getirilerek ve yapılan literatür taramasında elde edilen konu başlıklarıyla ilişkilendirilerek temalar oluşturulmuştur. Her iki grupta da olumlu metaforlar ve olumsuz metaforlar şeklinde temalar ortaya çıkmıştır. Çalışma sonucunda daha önceden yapay zeka aracı kullanma durumlarının öğretmen adaylarının deneyimleri üzerinde farklı etkilerinin olduğu belirlenmiştir. Daha önceden yapay zeka aracı kullanan öğretmen adaylarının metaforlarının daha olumlu ve kaygıdan uzak olduğu, daha önceden yapay zeka aracı kullanmayan öğretmen adaylarının metaforlarının daha olumsuz ve kaygılı olduğu belirlenmiştir.

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Cite This Article

Ağmaz, R. F., Ergulec, F. (2024). Perceptions of Teacher Candidates on Artificial Intelligence in Education- A Metaphorical Analysis. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, Cilt: 6 Sayı: 2, 589–605. https://ajindex.com/articles/1532081

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