From Prompts to Pedagogy: Preservice Teachers' Experiences with AI-Assisted Math and Science Integrated Lesson Planning.
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| Title: | From Prompts to Pedagogy: Preservice Teachers' Experiences with AI-Assisted Math and Science Integrated Lesson Planning. |
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| Authors: | Cho, Hoyun1 |
| Source: | Ohio Journal of School Mathematics. Summer2026, Vol. 103, p58-73. 16p. |
| Subject Terms: | *Lesson planning, *Intelligent tutoring systems, *Reflective teaching, *Science education, *Mathematics education, *Student teachers, *Digital literacy, Prompt engineering |
| Abstract: | This study examines the experiences of 34 elementary preservice teachers who completed both traditional and AI-assisted lesson planning for integrated mathematics and science instruction using the 5E instructional model. Through qualitative analysis of structured reflections and AI interaction logs, we found that the process of crafting effective AI prompts served as a powerful catalyst for pedagogical reflection: preservice teachers who struggled to articulate what they wanted from AI were, in effect, confronting gaps in their own mathematical understanding and instructional planning. Three key findings emerged: (a) prompt engineering functions as a form of mathematical pedagogical reasoning, requiring teachers to decompose learning objectives with precision; (b) evaluating AI-generated mathematics content develops critical AI Literacy skills specific to the discipline, with important differences between general-purpose and education-specific platforms; and (c) the structured comparison of traditional and AI-assisted plans creates productive cognitive dissonance that deepens professional judgment. [ABSTRACT FROM AUTHOR] |
| Copyright of Ohio Journal of School Mathematics is the property of Ohio Council of Teachers of Mathematics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194541061 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From Prompts to Pedagogy: Preservice Teachers' Experiences with AI-Assisted Math and Science Integrated Lesson Planning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cho%2C+Hoyun%22">Cho, Hoyun</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Ohio+Journal+of+School+Mathematics%22">Ohio Journal of School Mathematics</searchLink>. Summer2026, Vol. 103, p58-73. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Prompt+engineering%22">Prompt engineering</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the experiences of 34 elementary preservice teachers who completed both traditional and AI-assisted lesson planning for integrated mathematics and science instruction using the 5E instructional model. Through qualitative analysis of structured reflections and AI interaction logs, we found that the process of crafting effective AI prompts served as a powerful catalyst for pedagogical reflection: preservice teachers who struggled to articulate what they wanted from AI were, in effect, confronting gaps in their own mathematical understanding and instructional planning. Three key findings emerged: (a) prompt engineering functions as a form of mathematical pedagogical reasoning, requiring teachers to decompose learning objectives with precision; (b) evaluating AI-generated mathematics content develops critical AI Literacy skills specific to the discipline, with important differences between general-purpose and education-specific platforms; and (c) the structured comparison of traditional and AI-assisted plans creates productive cognitive dissonance that deepens professional judgment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Ohio Journal of School Mathematics is the property of Ohio Council of Teachers of Mathematics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194541061 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 58 Subjects: – SubjectFull: Lesson planning Type: general – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: Science education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Prompt engineering Type: general Titles: – TitleFull: From Prompts to Pedagogy: Preservice Teachers' Experiences with AI-Assisted Math and Science Integrated Lesson Planning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cho, Hoyun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725986 Numbering: – Type: volume Value: 103 Titles: – TitleFull: Ohio Journal of School Mathematics Type: main |
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