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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
Language: English
Authors: Ibrahim Serdar Kiziltepe (ORCID 0000-0002-6210-5372), Tezcan Kartal (ORCID 0000-0001-7609-3555)
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
FullText Text:
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  Data: A Phenomenological Exploration of Pre-Service Science Teachers' Perspectives on Artificial Intelligence
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  Data: <searchLink fieldCode="AR" term="%22Ibrahim+Serdar+Kiziltepe%22">Ibrahim Serdar Kiziltepe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6210-5372">0000-0002-6210-5372</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tezcan+Kartal%22">Tezcan Kartal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7609-3555">0000-0001-7609-3555</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+in+Science%2C+Environment+and+Health%22"><i>Journal of Education in Science, Environment and Health</i></searchLink>. 2026 12(1):30-42.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink>
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  Data: 2149-214X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1507962
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 30
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Planning
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      – SubjectFull: Instruction
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      – SubjectFull: Barriers
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      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Student Behavior
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      – SubjectFull: Teacher Role
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      – SubjectFull: Reliability
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      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Turkey
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            NameFull: Tezcan Kartal
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