Abstract
As teachers strive to adapt to the technologically evolving landscape of education, understanding the impact of Artificial Intelligence (AI) on pedagogical practices becomes increasingly crucial. This study explores the contribution of Artificial Intelligent Learning (AI Learning) model to teachers’ attitudes and self-efficacy in teaching science. As such, an educational intervention based on AI Learning was conducted with a sample of 13 primary school teachers. The teachers were asked to answer a Dimensions of Attitude toward Science (DAS) questionnaire designed for this study, before and after the intervention. Before the intervention, a significant percentage of teachers expressed disagreement about the importance of physics in primary education (53.8%) and had a negative attitude towards its introduction (46.2%). However, after the intervention, there was a substantial shift towards positive attitudes: 38.5% acknowledged the importance of physics and 38.5% expressed a positive intention towards its introduction. The intervention also positively impacted teachers’ anxiety levels, enjoyment of teaching physics, and perceptions of their knowledge adequacy to support students. Additionally, there was a noticeable positive change in teachers’ perceptions of their preparedness to provide help to students. The improvement of DAS score (mean 68.15 before intervention/mean 89.15 after intervention) indicates that the intervention led to a more positive attitude among teachers regarding the use of AI learning in teaching science.
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Stryftoy, S., Krouska, A., Troussas, C., Mylonas, P., Sgouropoulou, C. (2024). Exploring Teachers’ Attitudes and Self-efficacy Towards AI Learning in Science Instruction. In: Mylonas, P., Kardaras, D., Caro, J. (eds) Novel and Intelligent Digital Systems: Proceedings of the 4th International Conference (NiDS 2024). NiDS 2024. Lecture Notes in Networks and Systems, vol 1170. Springer, Cham. https://doi.org/10.1007/978-3-031-73344-4_11
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