PERCEPTIONS AND EXPERIENCES OF PRE-SERVICE AND IN-SERVICE CHEMISTRY TEACHERS ON THE INTEGRATION OF ARTIFICIAL INTELLIGENCE

Date

2026-8-14

Author

Erol, Cansu

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This study aims to explore the perceptions, experiences, and recommendations of Turkish pre-service and in-service chemistry teachers regarding the use of AI-based tools in chemistry education. A qualitative design and purposive sampling were used to recruit nine senior pre-service chemistry teachers at a university and ten in-service chemistry teachers from private colleges in Ankara. Semi-structured interviews were performed from October 2025 to January 2026, analysed by means of inductive qualitative content analysis and the constant comparative method. Three themes were identified: Teachers’ Perceptions Towards AI in Chemistry Education, Experiences with AI-Based Tools in Chemistry Education, and Recommendations for Effective AI Integration in Education. Participants conceptualised AI as digital applications/information systems supporting rather than replacing teachers. In-service teachers mentioned generative AI tools; pre-service teachers mentioned simulations and animations. Uses included lesson planning, assessment/question generation, experiment/activity/material design, addressing misconceptions/learning difficulties, supporting teacher learning, and producing level-appropriate explanations, examples, analogies and visualisations. Participants agreed AI outputs required scientific-community verification, revision and contextualisation. Concerns included accuracy, reliability, misunderstanding user intent, classroom integration, student reliance, reduced critical thinking, academic integrity, confidentiality and ethical use. Pre-service teachers focused on simulations, misconceptions, prompting, personal learning and university AI education, while in-service teachers focused on classroom applications, teacher responsibility, professional development, policies, infrastructure and monitoring. Recommendations included Practitioner-Oriented Teacher Training, Responsible Use by Students, Institutional Policies, Curriculum Arrangements, Infrastructure and Equitable Access. Accessing technology, professional experience, ethical awareness, contextual adaptation, responsible student use and institutional readiness were essential to integration, informing teacher education, professional development and institutional planning.

Subject Keywords

Artificial intelligence, Chemistry education, Pre-service chemistry teachers, In-service chemistry teachers, Basic qualitative research

URI

https://hdl.handle.net/11511/120651

Collections

Graduate School of Natural and Applied Sciences, Thesis