Examining Biology Teachers’ Cognitive Structures Regarding Artificial Intelligence Using a Word Association Test

Abstract

In recent years, artificial intelligence has attracted great attention worldwide, particularly due to its impact on all areas of human life. The reasons for this interest include the rapid increase in the changes that artificial intelligence applications may bring to individuals’ lifestyles and the structure of society, and the potential problems that may accompany these changes. As in many other fields, artificial intelligence has quickly entered educational settings and has become a focal point for both students and teachers. In this respect, revealing teachers’ cognitive structures regarding artificial intelligence is of great importance, as their approaches to this development will directly influence their students. The aim of this study is to examine the conceptual frameworks of biology teachers regarding artificial intelligence. The data were collected from 126 participants using a free word association test. The analysis of the free word association test demonstrates various aspects of the participants’ conceptual frameworks concerning artificial intelligence. The participants emphasized the potential benefits of artificial intelligence in terms of advanced technologies, education, benefits to humanity, and contributions to the cultural and economic life of society. However, they also expressed the view that artificial intelligence may entail potential drawbacks, including ethical issues, security risks, and the risk of promoting laziness.