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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12714
Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye
Aksoy, Meltem; Aksoy, Dilara Arzugül; Polat, Elif; Hopcan, Sinan; Bush, Annika
As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in Türkiye (Turkey officially changed its name to Türkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11395
Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency
Gulen, Hilal Nur; Kucuk, Sevda
The rapid advancement of Artificial Intelligence (AI) has transformed educational tools and practices. Integrating AI into instruction supports complex thinking, enriches teaching, and helps educators in material creation and visualization. Therefore, it is essential to equip both students and educators with AI literacy and digital material design competencies in order to support pedagogically sound and ethically responsible instructional practices. Within this context, the present study examines the extent to which an AI-integrated instructional technology course influences pre-service teachers’ AI literacy and digital material design competencies, as well as their perceptions and experiences of learning within an AI-integrated instructional environment. Using a mixed-methods approach, 50 pre-service social studies teachers (41 female, 9 male) participated in a semester-long course. Data were collected through the Artificial Intelligence Literacy Scale, Digital Material Design Competency Scale, and semi-structured interviews. Paired sample t-tests indicated significant gains in both AI literacy and digital material design competencies, with large effect sizes. Qualitative and quantitative findings showed that AI tools not only improved technical abilities but also enhanced pedagogical thinking. The study highlights the importance of AI-integrated curricula in preparing future teachers for modern educational challenges.
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MakaleAçık Erişim2025Scopus SJRQ3/r/bayburt/11860
The Comparison of Pre-Service Science Teachers' Drawings of the “Universe” Concept and the Universe Visuals They Created from Artificial Intelligence
Bostan Sarioğlan, Ayberk; Gürbüz, Fatih; Yakupoğlu, Melike
As the use of artificial intelligence increases in areas where people are active in our daily lives such as education and health, the comparison of human and artificial intelligence has started to be discussed. Many artificial intelligence programmes are commanded by humans and artificial intelligence creates products in line with expectations. In this study, it is aimed to compare the drawings of pre-service science teachers about the concept of universe with the universe visuals created by artificial intelligence. Case study was selected as the research model. The study group consisted of 24 pre-service science teachers studying in the 2nd and 4th grades of science teaching. The worksheet prepared by the researchers and the received expert opinion was used as a data collection tool. During the application process, pre-service teachers made drawings related to the concept of universe and described these drawings during two lesson hours. Then, they made drawings related to the concept of universe of artificial intelligence with the descriptions they entered into Microsoft Bing Search application. As a result, it was determined that pre-service teachers had different views in their drawings about the concept of universe. It is seen that the drawings of the pre-service teachers about the concept of universe and the visuals created by artificial intelligence are mostly like each other. In half of the drawings, the universe drawings of the pre-service teachers were more comprehensive, while in half of the drawings, artificial intelligence made more comprehensive drawings. Based on this result, it can be said that human perception and artificial intelligence products are in parallel with each other. Various suggestions were presented in line with the results of the study.
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MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11019
Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline
Çakır, Zekai; Çatıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader
Background: Humour in educational contexts is not merely an element of entertainment but a powerful pedagogical tool that reduces anxiety, enhances motivation, strengthens classroom climate, and facilitates learning. While affiliative and anxiety-reducing functions of humour foster social bonds, it is well documented that hostile or aggressive humour can undermine students’ self-concept. For this reason, humour must be employed with careful consideration in pedagogical settings. Although recent research has increasingly examined the associations between humour, psychological resilience, cognitive flexibility, and social interaction, studies evaluating preservice teachers’ humour attitudes concerning lifestyle factors (e.g., physical activity) and socio-demographic variables remain limited. The present study seeks to address this gap by situating the multidimensional nature of humour at the intersection of pedagogy, lifestyle, and cultural context. Methods: The study, conducted within a cross-sectional survey design, included 766 preservice teachers (397 male, 369 female) enrolled at various universities in Turkey during the 2023–2024 academic year. Participants were classified as physically active or inactive based on WHO and ACSM criteria. The Attitude Scale Toward the Use of Humour in Education (ASTUHE) was employed as the data collection instrument. The scale consists of 17 items grouped into three subscales: PHNE (Perceiving Humour as Necessary in Education), ELI (Effect on Language and Instruction), and CCM (Contribution to Classroom Management). In Balta’s (2016) original study, internal consistency was reported as α = 0.89, whereas in the present research, internal consistency was α = 0.887. For the analyses, independent-samples t-tests, one-way ANOVA, and post-hoc tests (LSD, Tukey HSD, Bonferroni) were conducted, with effect sizes (Cohen’s d, η², ηp²) also reported. Results: Preservice teachers generally evaluated humour as a positive element in education. Students who engaged in regular physical activity reported significantly higher attitude scores than their inactive peers (M = 3.51 vs. 2.86; p <.001, d = 0.62). Female students exhibited more favourable attitudes than males (p <.05, d = 0.61–0.98). Likewise, students involved in team sports demonstrated significantly higher scores than those engaged in individual sports (p <.001, d = 0.60–0.96). Differences were also observed across academic discipline, class level, family humour climate, income level, and place of upbringing (p <.05, ηp² = 0.015–0.027). In particular, students raised in urban centres evaluated the functions of humour in education more positively, likely due to their exposure to broader cultural and social stimuli. These findings underscore that humour is not merely a pedagogical skill but a multidimensional phenomenon shaped by lifestyle, social environment, and cultural factors. Conclusions: Regarding contribution to the literature, the study illuminates the relationship between humour and lifestyle factors, while simultaneously revealing the multilayered structure of humour through the combined examination of diverse socio-demographic variables. Moreover, the positive (affiliative, supportive) and negative (sarcastic, aggressive) aspects of humour are contextualised and discussed in light of the literature. Although the cross-sectional design and reliance on self-report data limit causal inference, the findings suggest that preservice teachers’ humour awareness and the availability of physical activity opportunities in university settings may enhance pedagogical skills and psychosocial resilience. Future longitudinal and experimental research could more clearly elucidate the causal mechanisms linking humour and lifestyle factors.
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MakaleAçık Erişim2022Scopus SJRQ2/r/bayburt/12056
PRE-SERVICE SCIENCE AND COMPUTER TEACHERS’ VIEWS ON TEACHING PRACTICE COURSES
Bulut, Ayhan; Kaban, Abdullatif; Bilen, Ömer
The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process.
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BildiriAçık Erişim2011/r/bayburt/14025
The investigating pre-service teachers' learning styles with respect to the gender and grade level variables
Metin, Mustafa; Yilmaz, Gül Kaleli; Birişçi, Salih; Coşkun, Kerem; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F
The aim of this study is to investigate pre-service teachers' learning styles in terms of gender and grade level variables. The study was carried out at spring semester of 2010. The sample of the study consisted of 347 pre-service teachers at the Department of Primary and Science Teacher Education in Faculty of Education at Artvin Çoruh University. "Kolb Learning Style Inventory" was used as a data collection tool. The data were analyzed by using frequency, percentage, means, standard deviation, independent samples t-test and one-way ANOVA. The results show that the dominant learning style among the students is accommodator and it is followed by convergent, divergent and assimilator learning style. There was not significantly difference between students' learning style and gender and between students' learning style and grade level.
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