Document Type : Original Article
Authors
1 PhD student in Curriculum Studies, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2 Associate Professor of Curriculum Studies, Department of Educational Sciences, Islamic Azad University, Torbat Heydariyeh Branch, Torbat Heydariyeh, Iran (Corresponding Author)
3 Associate Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran
Abstract
The aim of the present study was to investigate the requirements and contexts for the application of artificial intelligence in the experimental science curriculum. For this purpose, a qualitative approach and thematic analysis method were used. The participants in the study were experimental science teachers who were selected based on purposive sampling based on work experience and field of expertise. The research data were collected using semi-structured individual interviews. The data were analyzed using the coding method in the form of basic, organizing, and comprehensive themes. The research findings indicate four general axes, including managerial-supervisory requirements (supporting teachers in the use of artificial intelligence, continuous evaluation of teachers based on indicators of education with the help of artificial intelligence, inter-institutional cooperation in the use of artificial intelligence, monitoring school processes in the implementation of artificial intelligence); Specialized-pedagogical requirements (including developing digital literacy of experimental science teachers, integrating active teaching methods with artificial intelligence technologies, redesigning content based on the experimental nature of science, teaching scientific and critical thinking to students in the face of artificial intelligence); infrastructural-technological requirements (including improving school hardware infrastructure, designing intelligent educational assistants, creating interactive cloud networks in the field of storing and using artificial intelligence tools); cultural-social contexts (including paying attention to the role of families in supporting science learning with artificial intelligence, strengthening teachers' positive attitudes towards smart technologies, paying attention to social interactions in education with the help of artificial intelligence, culture building and awareness raising).
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