شناسایی الزامات و بسترهای کاربرد هوش‌مصنوعی در برنامه درسی علوم‌تجربی: تحلیل مضمون

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مطالعات برنامه درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

2 دانشیار گروه علوم‌تربیتی، واحد تربت‌حیدریه، دانشگاه آزاد اسلامی، تربت‌حیدریه، ایران

چکیده

پژوهش حاضر با هدف شناسایی الزامات و بسترهای استفاده از هوش‌مصنوعی در برنامه درسی علوم‌تجربی دوره اول متوسطه انجام شد. این مطالعه با رویکرد کیفی و روش اکتشافی انجام گردید. مشارکت‌کنندگان شامل 16 دبیر علوم‌تجربی دوره اول متوسطه بودند که به‌صورت هدفمند و بر اساس ملاک‌هایی مانند حداقل 8 سال سابقه تدریس و آشنایی با فناوری‌های نوین آموزشی انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری و با روش تحلیل مضمون کدگذاری و تحلیل گردید. نتایج پژوهش چهار محور اصلی را نشان داد: الزامات مدیریتی-نظارتی (حمایت و نظارت سازمانی، ارزیابی مستمر و همکاری بین نهادی)، الزامات تخصصی-پداگوژیک (توسعه سواد دیجیتال معلمان، بازطراحی محتوا، و آموزش تفکر علمی و انتقادی)، الزامات زیرساختی-فناورانه (تجهیز مدارس، دستیارهای هوشمند و شبکه‌های ابری) و بسترهای فرهنگی-اجتماعی (نقش خانواده، نگرش مثبت به فناوری و فرهنگ‌سازی). یافته‌ها نشان داد پیاده‌سازی موفق هوش‌مصنوعی در آموزش علوم‌تجربی نیازمند ترکیب اقدامات مدیریتی، پداگوژیک، زیرساختی و فرهنگی است تا بتواند کیفیت فرایند یاددهی-یادگیری را ارتقا دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying The Requirements and Contexts for the Application of Artificial Intelligence in the Experimental Science Curriculum: Thematic Analysis

نویسندگان [English]

  • Mohammadreza Bidel 1
  • Hosien Momenimahmoei 2
  • Aliakbar Ajam 2
1 PhD Student in Curriculum Studies, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2 Associate Professor of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran.
چکیده [English]

This study purposed to identify the requirements and contexts for integrating artificial intelligence (AI) into the science curriculum of lower secondary schools. The research employed a qualitative approach with an exploratory design. Participants consisted of 16 science teachers from lower secondary schools, selected purposefully based on criteria such as a minimum of eight years of teaching experience and familiarity with modern educational technologies. Data were collected through semi-structured individual interviews and analyzed using thematic analysis through coding and the identification of basic, organizing, and global themes. The results revealed four main categories: managerial–supervisory requirements (organizational support and supervision, continuous teacher evaluation, and inter-institutional collaboration); pedagogical–specialized requirements (developing teachers’ digital literacy, redesigning content, and fostering scientific and critical thinking); infrastructural–technological requirements (equipping schools, designing intelligent teaching assistants, and establishing cloud-based platforms); and cultural–social contexts (parental support, positive attitudes toward technology, and culture-building). The findings highlight that the effective implementation of AI in science education requires an integrated approach that combines managerial, pedagogical, infrastructural, and cultural measures to enhance the quality of teaching and learning.

کلیدواژه‌ها [English]

  • Artificial Intelligence
  • Curriculum
  • Experimental Sciences
  • Requirements and Contexts
Aggarwal, C. C. (2018). Neural Networks and Deep Learning. Springer.
Amani, H., Matlabi Nejad, A., Choupani, F., & Zareh Gachi, M. (1403). A systematic analytical review of the effects of using ChatGPT in education. Technology and Educational Research in Teaching and Training, 4(2), 9–23. https://doi.org/10.30473/t-edu.2024.70960.1136 [In Persian]
Bayat, Z. (1402). Functions of artificial intelligence in education and electronic knowledge transfer. Arman-e Pardazesh Journal, 3(4), 6. Retrieved from magiran.com/p2594715 [In Persian]
Chamany, N., & Abdolinejad, F. (1400). The role of artificial intelligence in the education and learning system. Third International Conference on Modern Studies in Humanities, Educational Sciences, Law and Social Studies. [In Persian]
Chen, L. Chen, P & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Clark, D. (2020). Artificial Intelligence for Learning: How to Use AI to Support Employee Development. Kogan Page Publishers.
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of science education and technology32(3), 444-452.
Creswell, J. W & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage publications.
De Jong, T. Sotiriou, S & Gillet, D. (2021). Innovations in STEM Education: The Go-Lab Federation of Online Labs. Smart Learning Environments, 8(1), 1-16.
Eden, C. A. Chisom, O. N & Adeniyi, I. S. (2024). Integrating AI in education: Opportunities, challenges, and ethical considerations. Magna Scientia Advanced Research and Reviews10(2), 006-013.
Farhamandian, Z. (1402). Teaching science courses and conducting experiments using artificial intelligence tools. Third National Conference on Applied Studies in Teaching and Learning Processes, Minab. [In Persian]
Holmes, W. Bialik, M & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Huang, X & Qiao, C. (2024). Enhancing computational thinking skills through artificial intelligence education at a STEAM high school. Science & Education, 33(2), 383-403.
Khatib Zanjani, N., & Karimi, M. (1403). Identifying the dimensions, components, and indicators of artificial intelligence functions in higher education using meta-synthesis. Technology and Educational Research in Teaching and Training. https://doi.org/10.30473/t-edu.2025.73448.1240 [In Persian]
Mardani, E. A. B., Aliakbar, A., & Mohammad Rezaei, A. (1397). Modeling and analyzing the relationship between cognitive characteristics of elementary teachers and the application of ICT in the teaching–learning process. Curriculum Planning Research Quarterly, 15(58), 154–166. Retrieved from magiran.com/p1893320 [In Persian]
Mehrparsa, S. (1399). Artificial intelligence and its applications in education. Management and Entrepreneurship Studies, 6(3), 21–35. [In Persian]
Mirashrafi, A. (1402). The use of artificial intelligence in education (new approaches to personalized learning processes). New Approaches in Islamic Studies, 5(15), 79–96. Retrieved from magiran.com/p2696503 [In Persian]
Mohammadi, M., Naseri Jahromi, R., Ansieh Asna-Ashari, M., Kothari, S., Khademi, S., & Shadi, H. N. (1402). A critical review of the application of artificial intelligence in general education. Educational Technologies in Learning Journal, 6(22), 84–119. Retrieved from magiran.com/p2698437 [In Persian]
Moradi, R., & Birnavandi, V. (1403). The effectiveness of technology-based active learning on academic satisfaction and cognitive flexibility among science students. Technology and Educational Research in Teaching and Training, 4(4), 41–58. https://doi.org/10.30473/t-edu.2025.72617.1208 [In Persian]
Nasajian, M. (1402). What is the future of artificial intelligence and how will it affect human life? [Blog post]. Retrieved from Faradars website: https://blog.faradars.org/ [In Persian]
Park, J. Teo, T. W. Teo, A. Chang, J. Huang, J. S & Koo, S. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10(1), 61-99.
Park, W & Kwon, H. (2024). Implementing artificial intelligence education for middle school technology education in Republic of Korea. International journal of technology and design education, 34(1), 109-135.
Parvaneh, M., & Mirbagheri, S. M. (1402). A comparative study of international and national standards in artificial intelligence. Journal of Standard and Quality Management, 13(1), 129–169. [In Persian]
Qureshi, B. (2023). Exploring the use of chatgpt as a tool for learning and assessment in undergraduate computer science curriculum: Opportunities and challenges. arXiv preprint arXiv:2304.11214.
Rostami Nejad, M. A., Zarei Zavvarki, E., & Mezini, N. (1395). Designing web-based instruction. Tehran: University of Birjand. [In Persian]
Russel, S & Norvig, P. (2010). Artificial Intelligence - A Modern Approach. Pearson Education.
Russell, S & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
Shahamatinejad, Z. (1402). Applying artificial intelligence system principles in teaching–learning processes of students. Journal of Contemporary Research in Science and Studies, 5(52), 1–18. Retrieved from magiran.com/p2650855 [In Persian]
Tajafar, A. H., & Panahi, M. (1404). Predicting innovative behavior of employees in technology-based companies based on the use of artificial intelligence. Technology and Educational Research in Teaching and Training, 5(2), 9–21. [In Persian]
  • تاریخ دریافت: 24 اسفند 1403
  • تاریخ بازنگری: 12 مرداد 1404
  • تاریخ پذیرش: 24 شهریور 1404
  • تاریخ اولین انتشار: 24 شهریور 1404
  • تاریخ انتشار: 01 مهر 1404