Teaching Science with AI: How Preservice Teachers Perceive the Role of AI Tools in Science Education
Year: 2025
Type: book-chapter
Abstract: This qualitative study investigated Turkish preservice physics teachers’ perceptions of and attitudes toward AI-based tools in science education, their perceived benefits and challenges, and their behavioral intentions to integrate AI into future teaching. Drawing on the Technology Acceptance Model (TAM), semi-structured interviews were conducted with seven preservice teachers. The findings of the study revealed that the participants were highly familiar with AI tools, using them frequently for academic and daily tasks. They largely viewed AI as an always-accessible, personalized tutor capable of supporting conceptual learning through differentiated responses and on-demand guidance. Participants also perceived AI as a useful colleague for generating innovative teaching ideas, creating instructional content, and automating time-consuming, laborious teaching-related tasks. However, several concerns were raised by the participants regarding ethical issues, academic dishonesty, misinformation, and potential over-reliance that could hinder creativity and critical thinking. Despite these concerns, a cautious optimism prevailed among the sample, with participants acknowledging their lack of pedagogical and technical AI knowledge and expressing a strong desire for high-quality professional development. The study suggests leveraging preservice physics teachers’ positive attitudes and existing AI familiarity through targeted training programs that emphasize critical and practical applications of AI, which, in turn, can ensure that AI serves as a pedagogical transformer rather than a mere technological novelty.
Source: Artificial intelligence
Author: Osman Aksit
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4416632924