A Study on Measuring AI Literacy of Pre-service Secondary School Teachers
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With the emergence and advancement of artificial intelligence, the world is rapidly changing. As artificial intelligence is applied across various fields of society, individuals must develop the ability to understand and effectively utilize it. Consequently, interest in AI literacy has been growing. This study was conducted to measure AI literacy among pre-service secondary school teachers. An online survey was administered to 105 students enrolled in the College of Education at A University. Data analysis included descriptive analysis, independent samples t-test, and one-way ANOVA. The results are as follows. First, an analysis of the mean differences in AI literacy sub-factors and overall scores by gender revealed that female pre-service teachers scored higher than males in AI understanding, AI usage, AI application, and AI literacy overall, with these differences being statistically significant. Second, based on the number of courses completed related to teaching methods, there were statistically significant differences in AI creation and AI identification. Specifically, pre-service teachers who had not completed any relevant courses scored lower in AI creation and AI identification compared to those who had completed at least one course. Third, the overall level of AI literacy among pre-service secondary school teachers was found to be relatively low. Based on these findings, implications for teacher education are discussed.
Abstract
With the emergence and advancement of artificial intelligence, the world is rapidly changing. As artificial intelligence is applied across various fields of society, individuals must develop the ability to understand and effectively utilize it. Consequently, interest in AI literacy has been growing. This study was conducted to measure AI literacy among pre-service secondary school teachers. An online survey was administered to 105 students enrolled in the College of Education at A University. Data analysis included descriptive analysis, independent samples t-test, and one-way ANOVA. The results are as follows. First, an analysis of the mean differences in AI literacy sub-factors and overall scores by gender revealed that female pre-service teachers scored higher than males in AI understanding, AI usage, AI application, and AI literacy overall, with these differences being statistically significant. Second, based on the number of courses completed related to teaching methods, there were statistically significant differences in AI creation and AI identification. Specifically, pre-service teachers who had not completed any relevant courses scored lower in AI creation and AI identification compared to those who had completed at least one course. Third, the overall level of AI literacy among pre-service secondary school teachers was found to be relatively low. Based on these findings, implications for teacher education are discussed.
참고문헌 (13)
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