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Examination of Lesson Plans Prepared with ChatGPT on Inequality

Year 2024, Volume: 22 Issue: 1, 337 - 358, 30.04.2024
https://doi.org/10.37217/tebd.1338959

Abstract

Artificial intelligence is an important technological development that has an impact on information accessibility, interpersonal relationships and behavior. Artificial intelligence will have a significant impact on education by improving teaching, learning and decision-making processes. This study, it was aimed to use ChatGPT-3,5 and ChatGPT-4, which are recently popular artificial intelligence examples, to create a lesson plan on inequality, one of the 8th grade mathematics course subjects, and to investigate the effectiveness of this plan. To achieve this goal, a case study, one of the qualitative research methods, was preferred in order to examine the subject in more depth and obtain qualified information. In the research, a lesson plan template was created by the researchers in order to benefit from the data sources of ChatGPT-3,5 and ChatGPT-4 appropriately. Preparatory questions were asked about the models' knowledge of inequality and how they should convey this knowledge to an 8th grade student. Then, during the study process, the time required to explain the inequality issue in the table, preliminary knowledge, skills, achievements, etc. sections were asked. According to the results of the research, it was seen that ChatGPT-3,5 and ChatGPT-4 could completely fill out the template questions for lesson planning. While ChatGPT-3,5 offered teacher-centered plans and defined outcomes, ChatGPT-4 created student-centered plans. It is suggested that teachers can use ChatGPT-3,5 and 4 for tasks such as reducing daily routines, preparing homework and planning lessons

References

  • Adamopoulou, E. & Moussiades, L. (2020). An Overview of Chatbot Technology (s. 373–383). https://doi.org/10.1007/978-3-030-49186-4_31
  • Ayaz, M. F. (2015). 5e öğrenme modelinin öğrencilerin tutumlarına etkisi: bir meta-analiz çalışması. Elektronik Eğitim Bilimleri Dergisi, 4(7), 29-50.
  • Brandtzaeg, P. B. & Følstad, A. (2017). Why people use chatbots. Internet Science: 4th International Conference, INSCI 2017, Proceedings 4 içinde (s. 377-392), Thessaloniki, Yunanistan, Kasım 22-24, Springer International Publishing.
  • Chassignol, M., Khoroshavin, A., Klimova, A. & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: a narrative overview. Procedia Computer Science, 136, 16-24.
  • Chen, L., Chen, P. & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278.
  • Chen, J. J. & Lin, J. C. (2024). Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects. Contemporary Issues in Early Childhood, 25(1), 146-153.
  • Chmiliar, l. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Ed.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Clarizia, F., Colace, F., Lombardi, M., Pascale, F. & Santaniello, D. (2018). Chatbot: An education support system for student. Cyberspace Safety and Security: 10th International Symposium, CSS 2018, Proceedings 10 içinde (s. 291-302), Amalfi, İtalya, Ekim 29–31, Springer International.
  • Cooper, G. (2023). Examining science education in chatgpt: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452.
  • Çetin, M. & Aktaş, A. (2021). Yapay zeka ve eğitimde gelecek senaryoları. OPUS International Journal of Society Researches, 18[Eğitim Bilimleri Özel Sayısı], 4225-4268.
  • Dukewich, K. & Larsen, C. (2023). How are faculty reacting to ChatGPT? Online Submission.
  • Fruhlinger, J. (2023). What is generative AI? The evolution of artificial intelligence. InfoWorld. https://www.infoworld.com/article/3689973/what-is-generative-ai-the-evolution-of-artificial-intelligence.html sayfasından erişilmiştir.
  • Han, L. (2018). Analysis of new advances in the application of artificial intelligence to education. Advances in Social Science, Education and Humanities Research, 220, 608–611.
  • Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2), ep421. https://doi.org/10.30935/cedtech/13036
  • Hwang, G. J., Xie, H., Wah, B. W. & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in education. Computers and Education: Artificial Intelligence, 1, 7-11.
  • İşler, B. & Kılıç, M. (2021). Eğitimde yapay zekâ kullanımı ve gelişimi. Yeni Medya Elektronik Dergisi, 5(1), 1-11.
  • Kahraman, H. T., Sağıroğlu, S. & Çolak, I. (2010). Development of adaptive and intelligent web-based educational systems. 2010 4th International Conference on Application of Information and Communication Technologies içinde (s. 1-5), Taşkent, Özbekistan, IEEE.
  • Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249-252.
  • Korucu, A. T. & Biçer, H. (2022). Eğitimde yapay zekânın rolleri ve eğitsel yapay zekâ uygulamaları. Eğitimde yapay zekâ kuramdan uygulamaya (3. b.). Ankara: Pegem Akademi.
  • Labadze, L., Grigolia, M. & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 1-17.
  • Liang, Y., Zou, D., Xie, H. & Wang, F. L. (2023). Exploring the potential of using ChatGPT in physics education. Smart Learning Environments, 10(1), 1-19.
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 1-15.
  • McCarthy, J., Minsky, M. L., Rochester, N. & Shannon, C. E. (1955). A proposal for the Dartmouth summer research project on artificial intelligence. AI Magazine, 27(4), 12.
  • MEB. (2018). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). http://mufredat.meb.gov.tr/ sayfasından erişilmiştir.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
  • Murphy, R. F. (2019). Artificial intelligence applications to support K-12 teachers and teaching. Rand Corporation, 10, 1-21.
  • Nabiyev V. & Erümit, A. K. (2022). Yapay zekânın temelleri. V. Nabiyev & A. K. Erümit (Ed.), Eğitimde yapay zekâ: Kuramdan uygulamaya içinde (s. 1-35). Ankara: Pegem Yayınları.
  • NCTM. (2000). Standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • OpenAI. (2022). Introducing ChatGPT. https://openai.com/blog/chatgpt sayfasından erişilmiştir.
  • OpenAI. (2023). GPT-4. https://openai.com/research/gpt-4 sayfasından erişilmiştir.
  • Osetskyi, V., Vitrenko, A., Tatomyr, I., Bilan, S. & Hirnyk, Y. (2020). Artificial intelligence application in education: Financial implications and prospects. Financial and Credit Activity: Problems of Theory and Practice, 2(33), 574-584. https://doi.org/10.18371/fcaptp.v2i33.207246
  • Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84-93.
  • Rahman, M. M. & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 1-21.
  • Scharth, M. (2022). The ChatGPT chatbot is blowing people away with its writing skills. Sydney: The University of Sydney. https://www.sydney.edu.au/news-opinion/news/2022/12/08/the-chatgpt-chatbot-isblowing-people-away-with-its-writing-skil.html sayfasından erişilmiştir.
  • Shubhendu, S. & Vijay, J. F. (2013). Applicability of artificial intelligence in different fields of life. https://www.semanticscholar.org/paper/Applicability-of-Artificial-Intelligence-in-Fields-ShubhenduVijay/2480a71ef5e5a2b1f4a9217a0432c0c974c6c28c sayfasından erişilmiştir.
  • Stojanov, A. (2023). Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study. International Journal of Educational Technology in Higher Education, 20(1), 1-17.
  • Timms, M. J. (2016). Letting artificial intelligence in education out of the box: educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26, 701-712.
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R. & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(15), 1-24.
  • Uzun, Y., Tümtürk, A. Y. & Öztürk, H. (2021). Günümüzde ve gelecekte eğitim alanında kullanılan yapay zeka. 1st International Conference on Applied Engineering and Natural Sciences içinde (s. 1-3).
  • Yıldırım, A. & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri (11. b.). Ankara: Seçkin.
  • Yıldız, B. (2013). Etkili matematik öğretimi için bitlerin karmaşık modeli. (Doktora Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.

Eşitsizlik Konusunda ChatGPT ile Hazırlanan Ders Planlarının İncelenmesi

Year 2024, Volume: 22 Issue: 1, 337 - 358, 30.04.2024
https://doi.org/10.37217/tebd.1338959

Abstract

Yapay zekâ; bilgi erişilebilirliği, kişiler arası ilişkiler ve davranışlar üzerinde etkisi olan önemli bir teknolojik gelişmedir. Yapay zekâ; öğretme, öğrenme ve karar verme süreçlerini iyileştirerek eğitim üzerinde önemli bir etkiye sahip olacaktır. Bu çalışmada, son zamanlarda popüler olan yapay zekâ örneklerinden ChatGPT-3,5 ve ChatGPT-4'ün 8. sınıf matematik dersi konularından eşitsizlik üzerine bir ders planı oluşturması ve bu planın etkililiğinin araştırılması amaçlanmıştır. Bu hedefe ulaşmak için konuyu daha derinlemesine incelemek ve nitelikli bilgiler elde etmek amacıyla nitel araştırma yöntemlerinden biri olan durum çalışması (örnek olay) tercih edilmiştir. Araştırmada, ChatGPT-3,5 ve ChatGPT-4'ün veri kaynaklarından amaca uygun şekilde yararlanabilmek için araştırmacılar tarafından bir ders planı şablonu oluşturulmuştur. Modellerin eşitsizlik konusundaki bilgileri ve bu bilgileri 8. sınıfta öğrenim gören bir öğrenciye nasıl aktarmaları gerektiği konusunda hazırlık soruları sorulmuştur. Ardından çalışma sürecinde önce çizelgede yer alan eşitsizlik konusunun anlatımı için gerekli süre, ön bilgi ve beceriler, kazanımlar vb. bölümler sorulmuştur. Araştırmanın sonucuna göre ChatGPT-3,5 ve ChatGPT-4 ders planlaması için şablon soruları eksiksiz olarak doldurabilmektedir. ChatGPT-3,5 öğretmen merkezli planlar sunmakta ve kazanımları tanımlamaktayken ChatGPT-4 öğrenci merkezli planlar oluşturmaktadır. Öğretmenlerin ChatGPT-3,5 ve 4’ü günlük rutinleri azaltmak, ev ödevlerini hazırlamak ve dersleri planlamak gibi görevler için kullanabilecekleri önerilmektedir.

References

  • Adamopoulou, E. & Moussiades, L. (2020). An Overview of Chatbot Technology (s. 373–383). https://doi.org/10.1007/978-3-030-49186-4_31
  • Ayaz, M. F. (2015). 5e öğrenme modelinin öğrencilerin tutumlarına etkisi: bir meta-analiz çalışması. Elektronik Eğitim Bilimleri Dergisi, 4(7), 29-50.
  • Brandtzaeg, P. B. & Følstad, A. (2017). Why people use chatbots. Internet Science: 4th International Conference, INSCI 2017, Proceedings 4 içinde (s. 377-392), Thessaloniki, Yunanistan, Kasım 22-24, Springer International Publishing.
  • Chassignol, M., Khoroshavin, A., Klimova, A. & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: a narrative overview. Procedia Computer Science, 136, 16-24.
  • Chen, L., Chen, P. & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278.
  • Chen, J. J. & Lin, J. C. (2024). Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects. Contemporary Issues in Early Childhood, 25(1), 146-153.
  • Chmiliar, l. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Ed.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Clarizia, F., Colace, F., Lombardi, M., Pascale, F. & Santaniello, D. (2018). Chatbot: An education support system for student. Cyberspace Safety and Security: 10th International Symposium, CSS 2018, Proceedings 10 içinde (s. 291-302), Amalfi, İtalya, Ekim 29–31, Springer International.
  • Cooper, G. (2023). Examining science education in chatgpt: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452.
  • Çetin, M. & Aktaş, A. (2021). Yapay zeka ve eğitimde gelecek senaryoları. OPUS International Journal of Society Researches, 18[Eğitim Bilimleri Özel Sayısı], 4225-4268.
  • Dukewich, K. & Larsen, C. (2023). How are faculty reacting to ChatGPT? Online Submission.
  • Fruhlinger, J. (2023). What is generative AI? The evolution of artificial intelligence. InfoWorld. https://www.infoworld.com/article/3689973/what-is-generative-ai-the-evolution-of-artificial-intelligence.html sayfasından erişilmiştir.
  • Han, L. (2018). Analysis of new advances in the application of artificial intelligence to education. Advances in Social Science, Education and Humanities Research, 220, 608–611.
  • Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2), ep421. https://doi.org/10.30935/cedtech/13036
  • Hwang, G. J., Xie, H., Wah, B. W. & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in education. Computers and Education: Artificial Intelligence, 1, 7-11.
  • İşler, B. & Kılıç, M. (2021). Eğitimde yapay zekâ kullanımı ve gelişimi. Yeni Medya Elektronik Dergisi, 5(1), 1-11.
  • Kahraman, H. T., Sağıroğlu, S. & Çolak, I. (2010). Development of adaptive and intelligent web-based educational systems. 2010 4th International Conference on Application of Information and Communication Technologies içinde (s. 1-5), Taşkent, Özbekistan, IEEE.
  • Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249-252.
  • Korucu, A. T. & Biçer, H. (2022). Eğitimde yapay zekânın rolleri ve eğitsel yapay zekâ uygulamaları. Eğitimde yapay zekâ kuramdan uygulamaya (3. b.). Ankara: Pegem Akademi.
  • Labadze, L., Grigolia, M. & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 1-17.
  • Liang, Y., Zou, D., Xie, H. & Wang, F. L. (2023). Exploring the potential of using ChatGPT in physics education. Smart Learning Environments, 10(1), 1-19.
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 1-15.
  • McCarthy, J., Minsky, M. L., Rochester, N. & Shannon, C. E. (1955). A proposal for the Dartmouth summer research project on artificial intelligence. AI Magazine, 27(4), 12.
  • MEB. (2018). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). http://mufredat.meb.gov.tr/ sayfasından erişilmiştir.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
  • Murphy, R. F. (2019). Artificial intelligence applications to support K-12 teachers and teaching. Rand Corporation, 10, 1-21.
  • Nabiyev V. & Erümit, A. K. (2022). Yapay zekânın temelleri. V. Nabiyev & A. K. Erümit (Ed.), Eğitimde yapay zekâ: Kuramdan uygulamaya içinde (s. 1-35). Ankara: Pegem Yayınları.
  • NCTM. (2000). Standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • OpenAI. (2022). Introducing ChatGPT. https://openai.com/blog/chatgpt sayfasından erişilmiştir.
  • OpenAI. (2023). GPT-4. https://openai.com/research/gpt-4 sayfasından erişilmiştir.
  • Osetskyi, V., Vitrenko, A., Tatomyr, I., Bilan, S. & Hirnyk, Y. (2020). Artificial intelligence application in education: Financial implications and prospects. Financial and Credit Activity: Problems of Theory and Practice, 2(33), 574-584. https://doi.org/10.18371/fcaptp.v2i33.207246
  • Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84-93.
  • Rahman, M. M. & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 1-21.
  • Scharth, M. (2022). The ChatGPT chatbot is blowing people away with its writing skills. Sydney: The University of Sydney. https://www.sydney.edu.au/news-opinion/news/2022/12/08/the-chatgpt-chatbot-isblowing-people-away-with-its-writing-skil.html sayfasından erişilmiştir.
  • Shubhendu, S. & Vijay, J. F. (2013). Applicability of artificial intelligence in different fields of life. https://www.semanticscholar.org/paper/Applicability-of-Artificial-Intelligence-in-Fields-ShubhenduVijay/2480a71ef5e5a2b1f4a9217a0432c0c974c6c28c sayfasından erişilmiştir.
  • Stojanov, A. (2023). Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study. International Journal of Educational Technology in Higher Education, 20(1), 1-17.
  • Timms, M. J. (2016). Letting artificial intelligence in education out of the box: educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26, 701-712.
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R. & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(15), 1-24.
  • Uzun, Y., Tümtürk, A. Y. & Öztürk, H. (2021). Günümüzde ve gelecekte eğitim alanında kullanılan yapay zeka. 1st International Conference on Applied Engineering and Natural Sciences içinde (s. 1-3).
  • Yıldırım, A. & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri (11. b.). Ankara: Seçkin.
  • Yıldız, B. (2013). Etkili matematik öğretimi için bitlerin karmaşık modeli. (Doktora Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
There are 41 citations in total.

Details

Primary Language Turkish
Subjects Mathematics Education, Specialist Studies in Education (Other)
Journal Section Articles
Authors

Beytullah Ömer Dumlu 0000-0002-5674-8945

Esra Gezer 0000-0002-7930-6189

Bahadır Yıldız 0000-0003-4816-3071

Early Pub Date April 19, 2024
Publication Date April 30, 2024
Submission Date August 7, 2023
Acceptance Date January 10, 2024
Published in Issue Year 2024 Volume: 22 Issue: 1

Cite

APA Dumlu, B. Ö., Gezer, E., & Yıldız, B. (2024). Eşitsizlik Konusunda ChatGPT ile Hazırlanan Ders Planlarının İncelenmesi. Türk Eğitim Bilimleri Dergisi, 22(1), 337-358. https://doi.org/10.37217/tebd.1338959

The Journal of Turkish Educational Sciences is published by Gazi University.