تحول در دانش حرفه ای معلمان با ظهور هوش مصنوعی

اکرمی, فاطمه; قادری, مصطفی

doi:10.48310/jcdr.2024.16814.1109

پورتال معاونت پژوهشی دانشگاه

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	تحول در دانش حرفه ای معلمان با ظهور هوش مصنوعی
پژوهش در مطالعات برنامه درسی تربیت معلم
دوره 4، شماره 1 - شماره پیاپی 6، شهریور 1403، صفحه 95-123 اصل مقاله (1.14 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48310/jcdr.2024.16814.1109
نویسندگان
فاطمه اکرمی^* ¹؛ مصطفی قادری²
¹دانشکده علوم انسانی دانشگاه تربیت مدرس
²گروه مطالعات برنامه درسی،دانشکده روانشناسی و علوم تربیتی ، دانشگاه علامه طباطبایی
چکیده
پیشینه و اهداف: علیرغم نقش مهم معلمان،اطلاعات کمی در مورد دانش معلم برای استفاده از ابزارهای مبتنی بر هوش مصنوعی در آموزش وجود دارد. همینطور، تحقیقات کمی در مورد سنجش دانش حرفه ای معلمان برای آموزش مبتنی بر هوش مصنوعی وجود دارد. علاوه بر این، ملاحظات و ارزیابی های اخلاقی در مورد هوش مصنوعی هنوز از دیدگاه معلم مورد بررسی قرار نگرفته است. بنابراین، درک کمتری از نحوه تفسیر و ارزیابی معلمان تصمیمات مبتنی بر هوش مصنوعی وجود دارد. در نهایت، شواهد تجربی محدودی وجود دارد که توضیح می‌دهد چگونه مهارت‌های آموزشی معلمان برای استفاده از هوش مصنوعی با ارزیابی اخلاقی آن ها مرتبط است. با توجه به این شکاف‌ها، هدف از این تحقیق آشکار ساختن دانش معلمان برای استفاده از ابزارهای مبتنی بر هوش مصنوعی برای آموزش مؤثر بر اساس TPACK است. ارزیابی تصمیمات توسط ابزارهای مبتنی بر هوش مصنوعی به مؤلفه دانش متفاوتی از دانش آموزشی نیاز دارد. ما ارزیابی اخلاقی را به عنوان یک مؤلفه دانش متمایز برای ارائه دیدگاهی قابل درک و صریح مورد بررسی قرار دادیم. در مطالعه حاضر، TPACK با ارزیابی های اخلاقی ابزارهای مبتنی بر هوش مصنوعی گسترش یافت. به عبارت دیگر، ما سعی کردیم دانش اخلاقی را که معلمان باید برای ادغام اخلاقی ابزارهای مبتنی بر هوش مصنوعی داشته باشند، شناسایی کنیم.روش‌ها‌: رویکرد پژوهش کیفی و روش به کار رفته سنتزپژوهی وابزار مورد استفاده چک لیست است .روش تجزیه وتحلیل داده ها بر اساس کدگذاری اشتراوس وکوربین، کدگذاری باز، محوری و انتخابی صورت پذیرفته است. جامعه پژوهش،کلیه پژوهش ها و اسناد علمی در قالب مقالات و پایان نامه ها در بازه زمانی 2024-2014 و برای مقالات داخلی بازه زمانی 1398-1402 است. در نهایت، پس از غربالگری های صورت گرفته 59 منبع به صورت مستقیم مورد استفاده قرار گرفته است. یافته‌ها: یافته ها نشان دادند که معلمان به عنوان محور اصلی اجرای سیاست های برنامه درسی، در مواجهه و تعامل با هوش مصنوعی نیازمند تحول در دانش،مهارت و نگرش و کسب شایستگی های ویژه هستند. در پژوهش حاضر تحول در دانش حرفه ای معلمان با ظهور هوش مصنوعی در قالب چارچوب TPACK تعیین شده است و از آنجا که از شرایط تعامل موفق با هوش مصنوعی درک مسائل اخلاقی این فناوری است، بحث اخلاق نیز با معرفی TEPCK مورد تاکید قرار گرفته است. تحول در اموزش معلمان با ظهور هوش مصنوعی در 8 مولفه ی " دانش فناوری هوش مصنوعی"،" مهارت های عملیاتی"،" دانش پداگوژیکی هوش مصنوعی"،" دانش محتوایی هوش مصنوعی"،" دانش محتوایی هوش مصنوعی"،" مهارت های تحلیلی و انتقادی"،" دانش اخلاقی و حقوقی"،" مهارت های ارتباطی"و" توسعه حرفه ای مداوم"شناسایی شده است. نتیجه‌گیری: توانایی های هوش مصنوعی در آموزش به طور کامل مورد استفاده قرار نگرفته است. برای ادغام موثر هوش مصنوعی در آموزش، دانش فنی و آموزشی ویژه معلمان هوش مصنوعی ضروری است .علاوه بر این، به دلیل مسائل اخلاقی جدید ناشی از هوش مصنوعی، معلمان نیز باید دانش ارزیابی تصمیمات مبتنی بر هوش مصنوعی را داشته باشند. هیچ یک از مطالعات قبلی تاکنون دانش معلم را برای استفاده آموزشی و اخلاقی از ابزارهای مبتنی بر هوش مصنوعی بررسی نکرده است. با در نظر گرفتن این شکاف، ضمن به روز رسانی TPACK معلمان برای تعامل با هوش مصنوعی، به جنبه های اخلاقی نیز پرداخته شد.
کلیدواژه‌ها
اخلاق؛ دانش حرفه ای؛ معلمان؛ هوش مصنوعی؛ تی پک
عنوان مقاله [English]
Transformation in teachers' professional knowledge with the emergence of artificial intelligence
نویسندگان [English]
Fateme Akrami¹؛ Mostafa Ghaderi²
¹tarbiat modares university
²Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
چکیده [English]
Background and Objectives: Despite the important role of teachers, there is little information about teacher knowledge to use AI-based tools in education. Also, there is little research on measuring teachers' professional knowledge for AI-based education. In addition, ethical considerations and evaluations regarding artificial intelligence have not yet been explored from a teacher's perspective. Therefore, there is less understanding of how teachers interpret and evaluate AI-based decisions. Finally, there is limited empirical evidence that explains how teachers' pedagogical skills to use AI are related to their moral evaluation. Considering these gaps, the purpose of this research is to reveal the knowledge of teachers to use artificial intelligence-based tools for effective teaching based on TPACK. Evaluation of decisions by AI-based tools requires a different knowledge component than educational knowledge. We examined ethical evaluation as a distinct knowledge component to provide a clear and understandable perspective. In the present study, TPACK was expanded with ethical evaluations of AI-based tools. In other words, we tried to identify the ethical knowledge that teachers should have for the ethical integration of AI-based tools.Methods: The approach of qualitative research and the method used is synthesis research and the tool used is checklist. The data analysis method is based on Strauss and Corbin coding, open, axial and selective coding. The research community is all researches and scientific documents in the form of articles and theses in the time frame of 2014-2024 and for internal articles in the time frame of 1402-1398. Finally, after screening, 59 sources have been used directly. Findings: The findings showed that teachers, as the main focus of implementing curriculum policies, need to transform their knowledge, skills and attitudes and acquire special competencies when facing and interacting with artificial intelligence. In the current study, the evolution of teachers' professional knowledge with the emergence of artificial intelligence has been determined in the form of TPACK framework, and since one of the conditions for successful interaction with artificial intelligence is understanding the ethical issues of this technology, the discussion of ethics has also been emphasized by introducing TEPCK. Transformation in teacher training with the emergence of artificial intelligence in 8 components of "Artificial Intelligence Technology Knowledge", "Operational Skills", "Artificial Intelligence Pedagogical Knowledge", "Artificial Intelligence Content Knowledge", "Artificial Intelligence Content Knowledge", "Analytical Skills" and criticality", "ethical and legal knowledge", "communication skills" and "continuous professional development" have been identified. Conclusion: Conclusion: The abilities of artificial intelligence in education have not been fully used. For the effective integration of artificial intelligence in education, special technical and pedagogical knowledge of artificial intelligence teachers is necessary. In addition, due to the new ethical issues caused by artificial intelligence, teachers must also have the knowledge to evaluate decisions based on artificial intelligence. None of the previous studies have investigated teacher knowledge for educational and ethical use of artificial intelligence-based tools. Considering this gap, while updating teachers' TPACK to interact with artificial intelligence, ethical aspects were also addressed.
کلیدواژه‌ها [English]
Ethics, professional knowledge, teachers, artificial intelligence, T-pack

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تحول در دانش حرفه ای معلمان با ظهور هوش مصنوعی