초등 예비교사의 과학 글쓰기에서 생성형 AI의 활용과 질문 양상 분석

Abstract

This study analyzed the generative uses and questioning patterns of AI among pre-service elementary teachers as they perform science writing to explain the physical phenomena and explored the characteristics of their science writing. Data were collected from the science writing contents of 50 pre-service elementary teachers along with question–answer data from their interactions with generative AI. The uses of generative AI were systematically classified into scientific and writing aspects. Additionally, the study compared between types of questions asked by pre-service teachers and examined the characteristics of science writing based on question patterns to present representative cases. The results demonstrated that, first, the pre-service teachers utilized AI from the scientific (e.g., explaining scientific concepts, resolving inquiries, and reviewing errors) and writing aspects (e.g., drafting outlines, reviewing drafts, and suggesting titles). Second, informational questions were the most frequent among the types of questions asked of AI followed by application, evaluation, analysis, and creation in descending order. Third, question patterns using AI were categorized into positive (AI responses were selectively used to construct logical writing) and negative utilization (AI responses were uncritically accepted, which led to the reinforcement of misconceptions). In conclusion, the emphasis on the importance of digital literacy education, creative questioning strategies, and prompt engineering strategies in generative AI-integrated education was found to be essential.