BİLSEM Teachers’ Perspectives on the Integration of Artificial Intelligence Tools in Science Education
TL;DR
The findings reveal that teachers generally perceive AI tools as beneficial in enhancing student engagement, facilitating individualized learning, and supporting STEM-related tasks.
Abstract
This qualitative study aims to explore the views of BİLSEM (Science and Art Center) teachers on the use of artificial intelligence (AI) tools in science education (SE). With the increasing presence of AI technologies in educational environments, it is essential to understand how these tools are perceived and implemented by educators working with gifted students. The study adopts a phenomenological research design to investigate the experiences of 20 teachers from BILSEM institutions in Hatay, Ankara, and Yalova. Data were collected through semi-structured interviews and analyzed using content analysis via NVivo-11 software. The findings reveal that teachers generally perceive AI tools as beneficial in enhancing student engagement, facilitating individualized learning, and supporting STEM-related tasks. However, participants also highlighted several challenges, including infrastructure limitations, lack of training, and ethical concerns. Furthermore, teachers provided constructive suggestions for more effective integration of AI tools, emphasizing the need for professional development, institutional support, and the development of AI-based resources tailored for gifted education. This study contributes to the growing body of research on AI in education by offering context-specific insights and practical implications for policymakers, curriculum designers, and teacher educators.