The study aimed to assess secondary science teachers' attitudes towards the use of AI in classrooms at the onset of generative AI chatbot popularity.

 

Methods: A mixed-methods approach was used, involving focus group discussions, an attitudes survey, and an epistemic cognition questionnaire. Data were collected from 24 secondary science teachers and three AI chatbots over a two-week period.

 

Key Findings:

• Teachers are cautiously optimistic about AI's potential in education but express concerns about plagiarism and ethical issues.
• There is a significant effect of the subject taught on attitudes towards AI, with different disciplines showing varying levels of acceptance.
• Teachers believe AI cannot replace human educators due to its lack of emotional and interpersonal skills.

Implications: The findings highlight the necessity for teacher training programs to incorporate AI education and address ethical concerns, contributing to the evolving discourse on AI's role in education.

 

Limitations: The study's limitations include a small sample size and reliance on teacher perceptions without extensive student input. The novelty of AI technology at the time may have influenced teachers' responses.

 

Future Directions: Future research should explore long-term impacts of AI in diverse educational settings, involve student perspectives, and develop comprehensive teacher training programs on AI usage.

 

Title and Authors: "Science Teacher Perceptions of the State of Knowledge and Education at the Advent of Generative Artificial Intelligence Popularity" by Salvatore G. Garofalo and Stephen J. Farenga.

 

Published On: May 15, 2024

 

Published By: Springer Nature B.V.