A Phenomenological Exploration of Pre-service Science Teachers’ Perspectives on Artificial Intelligence

Abstract

Artificial intelligence (AI) in science education offers significant advantages to pre-service teachers in lesson planning, developing teaching resources, and implementing personalized learning. Simulations, visualizations, and intelligent assessment systems contribute to the concretization of abstract concepts and increased student participation. This phenomenological study aims to determine preservice science teachers' views on AI. To this end, semi-structured interviews were conducted with 13 preservice teachers from different grade levels who had prior experience with AI, including virtual laboratory applications. A semi-structured interview form was used for this purpose, and the data were evaluated using content analysis. Strategies such as in-depth data collection, expert review, and member check were employed to ensure internal validity. The findings indicate that preservice teachers view AI as a tool that supports lesson planning and teaching processes. However, they also believe that excessive reliance on AI may limit teachers' creativity. Participants' views were grouped into the following categories: AI use in educational processes, the effects of AI on students, reliability, and the role of the teacher. One emerging finding is that preservice teachers often do not verify the information they obtain from AI. The study highlights the potential of AI as a pedagogical tool in science education and the factors teachers should consider when using AI.