An Investigation into the Effect of Teaching Science Topics Supported by Artificial Intelligence on Pre-service Teachers' Technological and Pedagogical Content Knowledge of Artificial Intelligence

Öz

This study investigated the effect of artificial intelligence (AI)-supported science instruction on pre-service science teachers’ Artificial Intelligence Technological Pedagogical Content Knowledge (AI-TPACK) levels. An explanatory sequential mixed-methods design was employed. In the quantitative phase, a quasi-experimental pretest–posttest matched control group design was used. The study was conducted with a total of 32 pre-service teachers (experimental group, n = 18; control group, n = 14) enrolled at a public university in Ankara during the 2025–2026 academic year. While the existing intelligence games curriculum was implemented in the control group, AI-supported science activities were conducted in the experimental group for 10 weeks. Data were collected using the Artificial Intelligence Technological Pedagogical Content Knowledge Scale and analyzed through paired-samples t-tests, independent-samples t-tests, and the Wilcoxon signed-rank test. Within-group analyses showed significant improvements in the experimental group in the dimensions of Content Knowledge, Artificial Intelligence Technological Knowledge, and Artificial Intelligence Technological Content Knowledge; however, no significant improvement was observed in most pedagogical dimensions. In the control group, significant increases were identified across all dimensions of AI-TPACK. In the between-group posttest comparisons, a statistically significant difference was found only in the Pedagogical Content Knowledge dimension, whereas no significant differences were identified in the other AI-TPACK dimensions or in the overall AI-TPACK score. In the qualitative phase, open-ended survey interviews conducted with 18 pre-service teachers selected from the experimental group were analyzed using thematic analysis. The participants stated that AI facilitated access to information, supported the visualization of science concepts, and enhanced the efficiency of the learning process. Nevertheless, they also expressed concerns regarding the accuracy of AI-generated information, excessive dependence on AI, and the limited pedagogical integration of AI. In conclusion, AI-supported instruction contributed to the development of competencies related to content and technology; however, systematic guidance and explicitly structured instructional practices are needed in teacher education programs to ensure the pedagogically effective integration of AI.