인공지능(AI) 융합 생명과학 수업에 관한 생명과학 교사의 인식과 실행 방안 연구
A Study on In-service Teachers’ Perceptions and Strategies for Artificial Intelligence (AI) in Biology Education
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This study investigates secondary in-service biology teachers’ perceptions and experiences with ‘AI in Biology Education (AIBE).’ We surveyed 42 teachers in five areas: general perceptions of AI, perceptions about AIBE, attitudes and experience with AIBE, strategies for implementing AIBE, and requirements for effective AIBE. Most teachers acknowledged the necessity of AIBE. However, they tended to perceive AIBE merely as using AI programs by students or teachers during class. They also reported difficulties in evaluating students in the context of AIBE and expressed concerns that delegating tasks typically performed by students to AI might weaken their scientific competencies. Therefore, we argue for an approach that goes beyond simply using AI programs in the classroom and instead provides an integrated education to foster comprehensive AI literacy. At the same time, we emphasize the importance of maintaining balance with the core goals of biology education. We also point out the need for further research on concrete strategies to evaluate students within the context of AIBE. Lastly, we advocate for expanding teacher training programs specifically tailored to AIBE.
Abstract
This study investigates secondary in-service biology teachers’ perceptions and experiences with ‘AI in Biology Education (AIBE).’ We surveyed 42 teachers in five areas: general perceptions of AI, perceptions about AIBE, attitudes and experience with AIBE, strategies for implementing AIBE, and requirements for effective AIBE. Most teachers acknowledged the necessity of AIBE. However, they tended to perceive AIBE merely as using AI programs by students or teachers during class. They also reported difficulties in evaluating students in the context of AIBE and expressed concerns that delegating tasks typically performed by students to AI might weaken their scientific competencies. Therefore, we argue for an approach that goes beyond simply using AI programs in the classroom and instead provides an integrated education to foster comprehensive AI literacy. At the same time, we emphasize the importance of maintaining balance with the core goals of biology education. We also point out the need for further research on concrete strategies to evaluate students within the context of AIBE. Lastly, we advocate for expanding teacher training programs specifically tailored to AIBE.