A Phenomenological Exploration of Pre-Service Science Teachers' Perspectives on Artificial Intelligence
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| Title: | A Phenomenological Exploration of Pre-Service Science Teachers' Perspectives on Artificial Intelligence |
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| Language: | English |
| Authors: | Ibrahim Serdar Kiziltepe (ORCID |
| Source: | Journal of Education in Science, Environment and Health. 2026 12(1):30-42. |
| Availability: | Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: https://www.jeseh.net/index.php/jeseh/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Student Attitudes, Artificial Intelligence, Technology Uses in Education, Planning, Instruction, Barriers, Science Education, Science Teachers, Foreign Countries, Creativity, Thinking Skills, Student Behavior, Teacher Role, Reliability, Ethics |
| Geographic Terms: | Turkey |
| ISSN: | 2149-214X |
| Abstract: | Artificial intelligence (AI) in science education offers significant advantages to pre-service teachers in lesson planning, developing teaching resources, and implementing personalized learning. Simulations, visualizations, and intelligent assessment systems contribute to the concretization of abstract concepts and increased student participation. This phenomenological study aims to determine preservice science teachers' views on AI. To this end, semi-structured interviews were conducted with 13 preservice teachers from different grade levels who had prior experience with AI, including virtual laboratory applications. A semi-structured interview form was used for this purpose, and the data were evaluated using content analysis. Strategies such as in-depth data collection, expert review, and member check were employed to ensure internal validity. The findings indicate that preservice teachers view AI as a tool that supports lesson planning and teaching processes. However, they also believe that excessive reliance on AI may limit teachers' creativity. Participants' views were grouped into the following categories: AI use in educational processes, the effects of AI on students, reliability, and the role of the teacher. One emerging finding is that preservice teachers often do not verify the information they obtain from AI. The study highlights the potential of AI as a pedagogical tool in science education and the factors teachers should consider when using AI. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507962 |
| Database: | ERIC |
| Abstract: | Artificial intelligence (AI) in science education offers significant advantages to pre-service teachers in lesson planning, developing teaching resources, and implementing personalized learning. Simulations, visualizations, and intelligent assessment systems contribute to the concretization of abstract concepts and increased student participation. This phenomenological study aims to determine preservice science teachers' views on AI. To this end, semi-structured interviews were conducted with 13 preservice teachers from different grade levels who had prior experience with AI, including virtual laboratory applications. A semi-structured interview form was used for this purpose, and the data were evaluated using content analysis. Strategies such as in-depth data collection, expert review, and member check were employed to ensure internal validity. The findings indicate that preservice teachers view AI as a tool that supports lesson planning and teaching processes. However, they also believe that excessive reliance on AI may limit teachers' creativity. Participants' views were grouped into the following categories: AI use in educational processes, the effects of AI on students, reliability, and the role of the teacher. One emerging finding is that preservice teachers often do not verify the information they obtain from AI. The study highlights the potential of AI as a pedagogical tool in science education and the factors teachers should consider when using AI. |
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| ISSN: | 2149-214X |
