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Matematik Öğretmen Adaylarının Üretken Yapay Zeka ile Ders Planları Geliştirme Süreçlerindeki Kullanım Şemaları

Year 2024, Volume: 14 Issue: 1, 165 - 176, 30.04.2024

Menekşe Seden Tapan Broutın

https://doi.org/10.53478/yuksekogretim.1347061

Abstract

İnsanlar ve teknolojiler arasındaki etkileşim yıllardır devam etmektedir. ChatGPT gibi üretken yapay zeka araçları, son zamanlarda eğitim başta olmak üzere çeşitli alanlarda çeşitli amaçlarla kullanılmaktadır. Yapay zeka araçları, yükseköğretim kurumlarının misyon ve vizyonunda köklü değişikliklere sebep olma potansiyeline sahip olup, öğretmen yetiştiren yükseköğretim kurumlarını da etkilemektedir. Araçlar, "kullanım şemalarının" oluşumu veya gelişimi yoluyla insan faaliyetlerini etkiler ve yönlendirirler. Bu çalışmanın amacı, matematik öğretmen adaylarının ChatGPT ile ders planları geliştirme süreçlerini, kullanım amaçları ve kullanım şemaları özelinde incelemektir. Araştırma, 2022-2023 akademik yılının bahar döneminde gerçekleştirilmiş ve bir durum çalışması olarak tasarlanmıştır. Katılımcılar Türkiye’de bir eğitim fakültesinin 2. sınıfında öğrenim gören on matematik öğretmen adayından oluşmuştur. Çalışma sekiz hafta sürmüştür. Çalışmada kullanılan veri toplama aracı olarak, katılımcıların yapay zeka ile etkileşime girdiklerinde haftada en az bir kez doldurdukları günlükler, katılımcıların ChatGPT ile yaptığı konuşmaların ekran görüntüleri ve katılımcıların hazırladıkları ders planları kullanılmıştır. Toplanan veriler, enstrümantal yaklaşım çerçevesinde içerik analizine uygun olarak çözümlenmiştir. Analiz sonuçları, ders planlama süreci boyunca matematik öğretmen adaylarının altı farklı kullanım amacı ile ilişkili altı kullanım türünde ChatGPT'yi kullandıklarını ortaya koymuştur.

Keywords

ChatGPT Enstrümantal Yaklaşım Ders Planlama Öğretmen Eğitimi Kullanım Şemaları Üretken Yapay Zeka

References

  • Ahmad, A., Waseem, M., Liang, P., Fehmideh, M., Aktar, M. S., & Mikkonen, T. (2023). Towards humanbot collaborative software architecting with Chatgpt. arXiv:2302.14600. https://doi.org/10.48550/arXiv.2302.14600
  • AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). Chatgpt as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68. https://doi.org/10.37965/jait.2023.0184
  • Altbach, P. (2002). Globalization and the University: Myths and Realities in an Unequal World. Current Issues in Catholic Higher Education, 23(1), 5-26.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 1, 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Artigue, M. (2007). Digital technologies: A window on theoretical issues in mathematics education. In D. Pitta- Pantazi, & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 68-82). Larnaca.
  • Artigue, M., & Trouche, L. (2021). Revisiting the French Didactic Tradition through Technological Lenses. Mathematics, 9(6), 629. https://doi.org/10.3390/math9060629
  • Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning & Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300
  • Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN 4337484. http://dx.doi.org/10.2139/ssrn.4337484
  • Biswas, S. (2023). Role of Chat GPT in Education. SSRN 4369981. https://ssrn.com/abstract=4369981
  • Chang, C. H., & Kidman, G. (2023). The rise of generative artificial intelligence (AI) language models- challenges and opportunities for geographical and environmental education, International Research in Geographical and Environmental Education, https://doi.org/10.1080/10382046.2023.2194036
  • Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
  • Çelik, H., Başer Baykal, N. ve Kılıç Memur, H. N. (2020). Nitel veri analizi ve temel ilkeleri. Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 8(1), 379-406. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.16m
  • Dai, W., Lin, J., Jin, F., Li, T., Tsai, Y., Gasevic, D., & Chen, G. (2023). Can Large Language Models Provide Feedback to Students? A Case Study on ChatGPT. https://doi.org/10.35542/osf.io/hcgzj.
  • Drijvers, P., & Trouche, L. (2008). From artefacts to instruments: A theoretical framework behind the orchestra metaphor. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics. Cases and perspectives (pp. 363–392). Charlotte, Information Age.
  • Doshi, R. H., Bajaj, S. S., & Krumholz, H. M. (2023). ChatGPT: temptations of progress. The American Journal of Bioethics, 23(4), 6-8. https://doi.org/10.1080/15265161.2023.2180110
  • Gao, Y., Tong, W., Wu, E. Q., Chen, W., Zhu, G., & Wang, F. Y. (2023). Chat with ChatGPT on interactive engines for intelligent driving. IEEE Transactions on Intelligent Vehicles. https://doi.org/10.1109/TIV.2023.3252571
  • Hamutoglu, N. B., Ozden, S. Y., & Elmas, M. (2020). Öğretmen Eğitimi Kalite Geliştirme Çalışması: CAEP ve Teknoloji Entegrasyonu. Turkish Studies, 15(4), 2671-2690.
  • Hoyles, C., & Lagrange, J.-B. (2010). Mathematics education and technology – Rethinking the Terrain. The 17th ICMI Study. Springer.
  • Jovanovic, M., & Campbell, M. (2022). Generative artificial intelligence: Trends and prospects. Computer, 55(10), 107-112.
  • Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 0(0). https://doi.org/10.1177/00336882231162868
  • Laborde, C. (2002). Integration of technology in the design of geometry tasks with Cabri-Geometry. International Journal of Computers for Mathematical Learning, 6, 283-317. https://doi.org/10.1023/A:1013309728825
  • May, J. (2023, February 2). ChatGPT is great – you're just using it wrong. The Conversation. Retrieved June 14, 2023, from https://theconversation.com/chatgpt-is-great-yourejust-using-it-wrong-198848
  • Miller, D. (2023). Exploring the Impact of Artificial Intelligence language model ChatGPT on the User Experience. International Journal of Technology, Innovation and Management (IJTIM), 3(1), 1-8. https://doi.org/10.54489/ijtim.v3i1.195
  • Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. SSRN 4354422. http://dx.doi.org/10.2139/ssrn.4354422
  • OECD (2023). Education at a Glance 2023: OECD Indicators, OECD Publishing. https://doi.org/10.1787/e13bef63-en
  • OpenAI. (2022, November 30). ChatGPT: Optimizing language models for dialogue. OpenAI Blog. https://openai.com/blog/chatgpt/
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, Sage.
  • Rabardel, P. (1995). Les hommes et les technologies, une approche cognitives des instruments contemporains. Armand Colin.
  • Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
  • Shen-Berro, J. (2023, January 7). New York City Schools blocked ChatGPT. Here’s what other large districts are doing. Chalkbeat. Retrieved June 14, 2023, from https://www.chalkbeat.org/2023/1/6/23543039/chatgpt-school-districts-ban-block-artificial-intelligence-open-ai/
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Singer, N. (2023, June 2). At this school, computer science class now includes critiquing chatbots. The New York Times. https://www.nytimes.com/2023/02/06/technology/chatgpt-schools-teachers-ai-ethics.html
  • Suchikova, Y. (2023). Talk to me: A dialogue with artificial intelligence about its use in education and research. OSF. https://osf.io/p4sm7/download
  • Susnjak, T. (2022). ChatGPT: The end of online exam integrity? arXiv:2212.09292. https://doi.org/10.48550/arXiv.2212.09292
  • Tapan-Broutin, M. S. (2023). Examination of questions asked by mathematics teacher candidates in their initial experiences with ChatGPT. Journal of Uludag University Faculty of Education, 36(2).
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
  • Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 3, 281−307. https://doi.org/10.1007/s10758-004-3468-5
  • Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1).
  • Vergnaud, G. (1996): Au fond de l’apprentissage, la conceptualisation. In R. Noirfalise & M.J. Perrin (Eds.), Actes de l'Ecole d'Eté de Didactique des Mathématiques, (pp. 174-185). IREM Université ClermontFerrand II. von Hippel, P. T. (2023, January 4). ChatGPT is not ready to teach geometry (yet). Education Next. Retrieved June 14, 2023, from https://www.educationnext.org/chatgpt-is-not-ready-to-teach-geometry-yet/
  • Yorganci O. K. (2022). The Views of Turkish Teacher Candidates on Technology Competencies of Turkish Education Lecturers, International Journal of Languages’ Education and Teaching, 10(1), 280-302. https://doi.org/10.29228/ijlet.56810
  • Vygotsky L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.) Seçkin.
  • Yin, R. K. (2009). Case Study Research Design and Methods (4th ed.). Sage.

Exploring Mathematics Teacher Candidates' Instrumentation Process of Generative Artificial Intelligence for Developing Lesson Plans

Year 2024, Volume: 14 Issue: 1, 165 - 176, 30.04.2024

Menekşe Seden Tapan Broutın

https://doi.org/10.53478/yuksekogretim.1347061

Abstract

The interaction between humans and technologies has a long historical lineage. Presently, generative artificial intelligence tools such as ChatGPT are being employed for various purposes, especially in education and across diverse domains. These artificial intelligence tools carry significant potential to induce profound transformations in the overarching mission and vision of higher education institutions, thereby exerting a considerable influence on higher education institutions dedicated to training teaching professionals. In fact, tools influence and guide human activities through the genesis or development of “utilization schemes”. This study aims to explore mathematics teacher candidates' instrumentation process of ChatGPT for developing lesson plans with particular attention to the utilization purposes and utilization schemes. The research was designed as a case study conducted during the spring semester of the 2022-2023 academic year. The participants included ten mathematics teacher candidates. The study lasted for eight weeks. The data collection tools used in the study included journals filled out by the participants at least once a week when they interacted with artificial intelligence, screenshots of the conversations between the participants and ChatGPT, and the lesson plans prepared by the participants. The collected data was analyzed within the framework of the instrumental approach. The content analysis results revealed that during the lesson planning process, teacher candidates used ChatGPT in six different utilization types associated with six distinct utilization purposes.

Keywords

ChatGPT Generative AI Tools Instrumental Approach Lesson Planning Teacher Training Utilization Schemes

References

  • Ahmad, A., Waseem, M., Liang, P., Fehmideh, M., Aktar, M. S., & Mikkonen, T. (2023). Towards humanbot collaborative software architecting with Chatgpt. arXiv:2302.14600. https://doi.org/10.48550/arXiv.2302.14600
  • AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). Chatgpt as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68. https://doi.org/10.37965/jait.2023.0184
  • Altbach, P. (2002). Globalization and the University: Myths and Realities in an Unequal World. Current Issues in Catholic Higher Education, 23(1), 5-26.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 1, 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Artigue, M. (2007). Digital technologies: A window on theoretical issues in mathematics education. In D. Pitta- Pantazi, & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 68-82). Larnaca.
  • Artigue, M., & Trouche, L. (2021). Revisiting the French Didactic Tradition through Technological Lenses. Mathematics, 9(6), 629. https://doi.org/10.3390/math9060629
  • Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning & Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300
  • Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN 4337484. http://dx.doi.org/10.2139/ssrn.4337484
  • Biswas, S. (2023). Role of Chat GPT in Education. SSRN 4369981. https://ssrn.com/abstract=4369981
  • Chang, C. H., & Kidman, G. (2023). The rise of generative artificial intelligence (AI) language models- challenges and opportunities for geographical and environmental education, International Research in Geographical and Environmental Education, https://doi.org/10.1080/10382046.2023.2194036
  • Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
  • Çelik, H., Başer Baykal, N. ve Kılıç Memur, H. N. (2020). Nitel veri analizi ve temel ilkeleri. Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 8(1), 379-406. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.16m
  • Dai, W., Lin, J., Jin, F., Li, T., Tsai, Y., Gasevic, D., & Chen, G. (2023). Can Large Language Models Provide Feedback to Students? A Case Study on ChatGPT. https://doi.org/10.35542/osf.io/hcgzj.
  • Drijvers, P., & Trouche, L. (2008). From artefacts to instruments: A theoretical framework behind the orchestra metaphor. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics. Cases and perspectives (pp. 363–392). Charlotte, Information Age.
  • Doshi, R. H., Bajaj, S. S., & Krumholz, H. M. (2023). ChatGPT: temptations of progress. The American Journal of Bioethics, 23(4), 6-8. https://doi.org/10.1080/15265161.2023.2180110
  • Gao, Y., Tong, W., Wu, E. Q., Chen, W., Zhu, G., & Wang, F. Y. (2023). Chat with ChatGPT on interactive engines for intelligent driving. IEEE Transactions on Intelligent Vehicles. https://doi.org/10.1109/TIV.2023.3252571
  • Hamutoglu, N. B., Ozden, S. Y., & Elmas, M. (2020). Öğretmen Eğitimi Kalite Geliştirme Çalışması: CAEP ve Teknoloji Entegrasyonu. Turkish Studies, 15(4), 2671-2690.
  • Hoyles, C., & Lagrange, J.-B. (2010). Mathematics education and technology – Rethinking the Terrain. The 17th ICMI Study. Springer.
  • Jovanovic, M., & Campbell, M. (2022). Generative artificial intelligence: Trends and prospects. Computer, 55(10), 107-112.
  • Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 0(0). https://doi.org/10.1177/00336882231162868
  • Laborde, C. (2002). Integration of technology in the design of geometry tasks with Cabri-Geometry. International Journal of Computers for Mathematical Learning, 6, 283-317. https://doi.org/10.1023/A:1013309728825
  • May, J. (2023, February 2). ChatGPT is great – you're just using it wrong. The Conversation. Retrieved June 14, 2023, from https://theconversation.com/chatgpt-is-great-yourejust-using-it-wrong-198848
  • Miller, D. (2023). Exploring the Impact of Artificial Intelligence language model ChatGPT on the User Experience. International Journal of Technology, Innovation and Management (IJTIM), 3(1), 1-8. https://doi.org/10.54489/ijtim.v3i1.195
  • Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. SSRN 4354422. http://dx.doi.org/10.2139/ssrn.4354422
  • OECD (2023). Education at a Glance 2023: OECD Indicators, OECD Publishing. https://doi.org/10.1787/e13bef63-en
  • OpenAI. (2022, November 30). ChatGPT: Optimizing language models for dialogue. OpenAI Blog. https://openai.com/blog/chatgpt/
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, Sage.
  • Rabardel, P. (1995). Les hommes et les technologies, une approche cognitives des instruments contemporains. Armand Colin.
  • Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
  • Shen-Berro, J. (2023, January 7). New York City Schools blocked ChatGPT. Here’s what other large districts are doing. Chalkbeat. Retrieved June 14, 2023, from https://www.chalkbeat.org/2023/1/6/23543039/chatgpt-school-districts-ban-block-artificial-intelligence-open-ai/
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Singer, N. (2023, June 2). At this school, computer science class now includes critiquing chatbots. The New York Times. https://www.nytimes.com/2023/02/06/technology/chatgpt-schools-teachers-ai-ethics.html
  • Suchikova, Y. (2023). Talk to me: A dialogue with artificial intelligence about its use in education and research. OSF. https://osf.io/p4sm7/download
  • Susnjak, T. (2022). ChatGPT: The end of online exam integrity? arXiv:2212.09292. https://doi.org/10.48550/arXiv.2212.09292
  • Tapan-Broutin, M. S. (2023). Examination of questions asked by mathematics teacher candidates in their initial experiences with ChatGPT. Journal of Uludag University Faculty of Education, 36(2).
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
  • Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 3, 281−307. https://doi.org/10.1007/s10758-004-3468-5
  • Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1).
  • Vergnaud, G. (1996): Au fond de l’apprentissage, la conceptualisation. In R. Noirfalise & M.J. Perrin (Eds.), Actes de l'Ecole d'Eté de Didactique des Mathématiques, (pp. 174-185). IREM Université ClermontFerrand II. von Hippel, P. T. (2023, January 4). ChatGPT is not ready to teach geometry (yet). Education Next. Retrieved June 14, 2023, from https://www.educationnext.org/chatgpt-is-not-ready-to-teach-geometry-yet/
  • Yorganci O. K. (2022). The Views of Turkish Teacher Candidates on Technology Competencies of Turkish Education Lecturers, International Journal of Languages’ Education and Teaching, 10(1), 280-302. https://doi.org/10.29228/ijlet.56810
  • Vygotsky L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.) Seçkin.
  • Yin, R. K. (2009). Case Study Research Design and Methods (4th ed.). Sage.
There are 43 citations in total.

Details

Primary Language English
Subjects Higher Education Studies (Other)
Journal Section Original Empirical Research
Authors

Menekşe Seden Tapan Broutın 0000-0002-1860-852X

Early Pub Date April 30, 2024
Publication Date April 30, 2024
Published in Issue Year 2024 Volume: 14 Issue: 1

Cite

APA Tapan Broutın, M. S. (2024). Exploring Mathematics Teacher Candidates’ Instrumentation Process of Generative Artificial Intelligence for Developing Lesson Plans. Yükseköğretim Dergisi, 14(1), 165-176. https://doi.org/10.53478/yuksekogretim.1347061
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