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- MakaleAçık Erişim2026Primary School Teachers' Perceptions of Artificial Intelligence and Their Opinions on Artificial Intelligence Applications in Life Science Courses
Ari, Sinan
In this study, in which the perceptions of artificial intelligence of primary school teachers and the use of artificial intelligence in the life science course were examined, explanatory sequential design, one of the mixed research methods, was used. While 318 primary school teachers took part in the quantitative dimension of the study, 15 primary school teachers took part in the qualitative dimension. Artificial intelligence perception scale was used in the quantitative dimension of the study, and a semistructured interview form prepared by the researcher was used in the qualitative dimension. At the end of the study, it was determined that the perceptions of primary school teachers about artificial intelligence were generally positive, according to the graduation status variable, the teaching and learning perceptions of postgraduate teachers about artificial intelligence were higher, there was a significant difference in favor of women according to the gender variable, and in terms of seniority variable, the perceptions of teachers with 1-5 years of experience about artificial intelligence were higher. It has been revealed that primary school teachers can use artificial intelligence applications in all learning areas in the curriculum and that they use these applications mostly to create studentcentered and interactive learning environments. At the end of the research, postgraduate and in-service trainings on artificial intelligence were recommended for primary school teachers.
- MakaleAçık Erişim2020Scopus SJRQ3Development of a primary school teacher on the philosophy with children: An action research*
Boyraz, Celal; Türkcan, Burçin
This study aims at providing a detailed description of the ways to understand the development process of a primary school teacher on philosophy with children (PwC) approach. Action research was used as the research method since the problems determined in the current study can be iteratively solved with the development of the teacher. The study group consists of a teacher in a primary school located at the center of Bayburt, Turkey in the 2018-2019 academic year and 20 third-grade students. Qualitative data collection methods; observation, interview, field notes and diaries were used. A systematic analytical method was applied and the data were analyzed using a content analysis approach. The primary school teacher was provided with training on the PwC approach and eight action cycles were conducted regarding the implementation of this approach. Observations and interviews conducted in this process indicated that there are developments in the teacher in implementing the PwC approach and these developments positively affect some skills of the students. Based on the findings obtained in the current study, the authors made some recommendations for practice and future studies.
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