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Teachers' views on incorporating ChatGPT in science teaching

Document Type : scientific-research

Authors

1 Assistant professor of Educational Management, Department of Educational Administration, Farhangian University, Tehran, Iran.

2 B.A, Department of English language,, Farhangian university, Zanjan, Iran

10.30473/idej.2025.74183.1233

Abstract

Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation of employing ChatGPT in science education and how to take advantage of such technology-based developments. Methods: The research was conducted based on 46 science teachers of Zanjan province, using the snowball sampling method. Results: The teachers gave feedback on how ChatGPT can be beneficial and restrictive as an effective educational tool for their classroom. Overall, findings paint a picture where even though the teachers openly acknowledged that ChatGPT is full of potential to make so much space for interaction, they were still concerned about the impact of the technology, for instance, making too much dependency on the technology among the learners and how the tools impede the capacity of the students in thinking critically and creatively. The results also support discussion of future Career development opportunities with responsive curricula redesign for the sake of leveraging the possibilities of AI tools in an effort to support learning. Practice and policy implications and directions for research on the career development opportunities are considered in the conclusion and limitations of the study. Conclusion: .This study adds to the growing field of education and AI by highlighting the need to balance innovation with pedagogical responsibility. It shows that AI can enhance teaching as a supportive tool, not a replacement. Successful integration requires attention to equity, ethics, and collaboration among educators, policymakers, and technologists.

Keywords

Main Subjects

Article Title [Persian]

بررسی دیدگاه معلمان درمورد استفاده از چت جی بی تی در آموزش علوم

Authors [Persian]

  • عباس رمضانی 1
  • معصومه شریفی 2

1 گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

2 کارشناسی، گروه زبان انگلیسی، دانشگاه فرهنگیان، زنجان، ایران

Abstract [Persian]

هدف: پیشرفت‌های جدید در زمینه آموزش هوش مصنوعی (AI) باعث ایجاد علاقه و نگرانی همزمان در مورد نحوه بهبود بیشتر آن در حوزه آموزش علوم شده است. روش: این مطالعه کیفی نگاهی به دیدگاه‌های معلمان علوم درباره پتانسیل و محدودیت‌های استفاده از ChatGPT در آموزش علوم و راه‌های بهره‌گیری از چنین فناوری‌هایی ارائه می‌کند. این پژوهش بر اساس داده‌های گردآوری شده از 46 معلم علوم از استان زنجان، با استفاده از روش نمونه‌گیری گلوله برفی انجام شد. یافته‌ها: معلمان بازخوردی در مورد نحوه مفید بودن و همچنین محدودیت‌های ChatGPT به عنوان یک ابزار آموزشی مؤثر در کلاس درس خود ارائه دادند. به طور کلی، یافته‌ها تصویری را نقش می‌کشند که در آن معلمان به طور صریح اذعان داشتند ChatGPT دارای پتانسیل قابل توجهی برای افزایش تعامل در کلاس درس است، اما در عین حال نگرانی‌هایی نسبت به تأثیرات آن داشتند؛ مانند ایجاد وابستگی بیش از حد به فناوری در میان دانش‌آموزان و اینکه این ابزارها می‌توانند توانایی دانش‌آموزان در تفکر انتقادی و خلاقانه را محدود کنند. نتایج همچنین در مورد فرصت‌های شغلی آینده و لزوم بازنگری منطبق با نیازهای جدید در برنامه‌های درسی برای بهره‌گیری از امکانات فراهم شده توسط ابزارهای هوش مصنوعی صحبت می‌کنند. پیامدهای عملی و سیاست‌گذاری و همچنین راه‌های تحقیقاتی آتی در مورد فرصت‌های شغلی در بخش نتیجه‌گیری مورد بحث قرار گرفتند. نتیجه‌گیری: این مطالعه به زمینه در حال رشد آموزش و هوش مصنوعی کمک می‌کند، با تأکید بر اینکه نیاز است تعادلی بین نوآوری و مسئولیت آموزشی برقرار شود. نشان داده شده است که هوش مصنوعی می‌تواند به عنوان یک ابزار کمکی در فرآیند تدریس مفید باشد، نه جایگزین معلم. یکپارچه‌سازی موفقیت‌آمیز این فناوری‌ها نیازمند توجه به مسائل عدالت، اخلاق و همکاری بین معلمان، سیاست‌گذاران و متخصصان فناوری است.

Keywords [Persian]

  • چت جی بی تی
  • آموزش علوم
  • دیدگاه معلمان
  • هوش مصنوعی
  • فناوری
  • طراحی برنامه درسی
  • روش های تدریس
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Iranian Distance Education Journal
Volume 7, Issue 1
July 2025
Pages 89-102
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