Browsing by Author "Gunbatar, S.A."

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Assessing Chemistry Teachers’ Needs and Expectations From Integrated Stem Education Professional Developments
(Duzce University, Faculty of Education, 2022) Oztay, E.S.; Gunbatar, S.A.; Kiran, B.E.
Integrated Science, Technology, Engineering, and Mathematics (STEM) education has gained popularity worldwide. With the twenty-first century's different economic, political, and societal needs, nations intend to train citizens as better problem solvers. The current integrated STEM movement has influenced science curriculum documents and science teaching and learning to address those issues. To attain the goals of recent reform, teachers' understanding of the essential characteristics of integrated STEM education and learning implementation of the STEM activities with engineering design challenges are required. The related literature has stated that teachers' voices should be heard to address their needs through professional development (PD). In light of that point, in this needs assessment study, we intended to determine in-service chemistry teachers' expectations from and needs for implementing integrated STEM education. Data were collected from 112 chemistry teachers via open-ended questions. Results showed that most of the teachers stated that they expect to experience integrated STEM activities with their active participation through PDs. Additionally, the participants highlighted their expectations from a PD design to learn what integrated STEM education is and its essential features. Learning how to integrate STEM activities into lessons, developing integrated STEM lesson plans, and interdisciplinary chemistry teaching were other participants' expectations. Examples of participants' needs were learning implementation of integrated STEM education, integrating chemistry with STEM disciplines, finding chemistry-based STEM activities, and learning engineering design process and product. In order to reach PDs' goals set, first of all, teachers' needs for and expectations from the PDs should be determined regarding the STEM approach and then the PDs in which the teachers take a role as active participants should be organized. © 2022, Duzce University, Faculty of Education. All rights reserved.
Exploring the Artificial Intelligence Interaction Profiles of Participants with Different Levels of Teaching Experience for Lesson Planning in the Context of Acids and Bases
(Royal Society of Chemistry, 2025) Gunbatar, S.A.; Sirin, G.T.; Ilkyaz, O.C.; Mutlu, Y.
In this multi-case study, the ChatGPT interaction profiles of participants with varying years of teaching experience were examined during lesson planning for the topic of acids and bases. Six participants (i.e., two senior pre-service science teachers, one induction year science teacher, two experienced science teachers, and an experienced science teacher educator) participated in the study. A lesson plan in the Content Representation (CoRe) format, a copy of dialogue with ChatGPT (i.e., conversation history with ChatGPT), a reflection paper on details of the lesson planning with ChatGPT, and online focus group interview data were collected from all participants. Both deductive and inductive analyses of the multiple data sources revealed four profiles, namely, Artificial Intelligence (AI)-reliant planners, AI-collaborative planners, AI-assisted plan refiners, and AI-independent planners. The profiles differed from each other in terms of the flow of lesson planning with AI, the interaction purposes of the participants with ChatGPT during lesson planning, and the extent to which the participants incorporated the content provided by ChatGPT into their lesson plan preparation. In light of the results, science pre-service teachers and teachers should be trained on what AI can offer them, how AI tools can be effectively utilized in science education, and the ethical considerations of AI use. © 2025 Elsevier B.V., All rights reserved.
Does Using Prompting Strategies Affect the Production of Higher-Quality Socio-Scientific Issue Activity? Analysis of Nuclear Energy and Pesticide Use Cases for High School Chemistry Teaching
(American Chemical Society, 2025) Gunbatar, S.A.; Sirin, G.T.
This study analyzed the socio-scientific issue (SSI) activity plans for nuclear energy and pesticide use produced by ChatGPT 3.5 and ChatGPT 5 and took five chemistry teachers’ ideas about the plans. Seven SSI activities were formed using varying prompt strategies for each SSI topic, and 14 chemistry SSI activities were analyzed using an SSI-based framework. Results showed that the quality of activity produced by ChatGPT 3.5 and 5.0 is heterogeneous and depends on the prompt type. SSI activities obtained with simple prompts received a minimum score in both SSI topics. Chain-of-thought (CoT) prompt type scored almost at a maximum in both SSI types. While the scores of the activities on the two different SSI topics according to the prompt types generally show a homogeneous trend, this is not the case for the output formatting 5E strategy. Pesticide use activity received 5 points, whereas nuclear energy activity generated through the 5E prompt received 17 points. Additionally, ChatGPT 5 can produce more consistent, comprehensive, and pedagogically stronger content, especially with guided and structured prompt types (e.g., CoT). However, most SSI indicators are still not adequately represented in the content generated with the simple prompt. Chemistry teachers found most of the SSI activities to be interesting and applicable. To conclude, the quality of the activities generated through prompting types varies. Furthermore, the mastery of the SSI framework by chemistry teachers or preservice teachers who utilize ChatGPT to generate SSI-based activity plans also impacts the quality of the output. To conclude, users familiar with the prompting techniques and the SSI framework will produce pedagogically sound outputs. © 2025 American Chemical Society and Division of Chemical Education, Inc.