Integrating ChatGPT into digital material design on socioscientific issues: Teacher candidates' reflections on a three-phase design process
JOURNAL OF EDUCATIONAL TECHNOLOGY & SOCIETY, cilt.29, sa.4, ss.347-366, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 29 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.30191/ets.202610_29(4).rp20
- Dergi Adı: JOURNAL OF EDUCATIONAL TECHNOLOGY & SOCIETY
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Technology Collection (ProQuest), Aerospace Database, Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), Education Abstracts, Educational research abstracts (ERA), EBSCO Education Source, Psycinfo, Directory of Open Access Journals
- Sayfa Sayıları: ss.347-366
- Recep Tayyip Erdoğan Üniversitesi Adresli: Evet
Özet
This study investigates how science and social studies teacher candidates (TCs) integrate ChatGPT, an AI-powered tool, into the development of digital instructional materials on socioscientific issues (SSIs). Conducted with 45 TCs in Turkiye, the study employed a phenomenological design and collected data through pre- and post-interviews, weekly reflections, initial drafts, ChatGPT conversations, and final products. Findings reveal that most TCs had limited prior experience with ChatGPT but developed more positive and informed perceptions through hands-on use. ChatGPT contributed to material development by offering diverse content, saving time, and enhancing design quality. However, analysis using the SAMR model indicated that technology integration remained largely at substitution and augmentation levels. The extent of material revision was heavily determined by cognitive demand, demonstrating that AI’s utility varied significantly between structural (convergent) and creative (divergent) design needs. The study provides crucial insights into AI-supported instructional design, demonstrating that technology integration depth in generative AI contexts is fundamentally governed by teacher candidates’ pedagogical autonomy and emerging critical AI literacy when navigating tasks demanding creative and ethical judgment.