Designing a course for pre-service science teachers using ChatGPT: what ChatGPT brings to the table
Hasan Zühtü Okulu, Nilay Muslu
Abstract
ChatGPT holds significant potential for enhancing learning through integration into education as an advanced chatbot. With the goal of harnessing this potential, our research focused on exploring the utilization of ChatGPT in designing a course plan for pre-service science teachers. We adopted a qualitative research approach and employed ChatGPT as an assistant to create a course plan for classroom assessment in science education. Our conversation to create this plan served as our data source for document analysis. We conducted interpretive analysis for qualitative data. The findings emphasized the benefits of ChatGPT in developing an implementable course plan, delivering adaptable information, and time saving. However, there were limitations to consider. These challenges encompassed issues such as communicating out of ChatGPT and the possibility of miscommunication. Despite these limitations, the research findings clearly demonstrate that ChatGPT is highly effective in developing a course plan. As researchers who have personally experienced the process of creating a course plan using ChatGPT, we believe that its potential needs to be maximally utilized. We suggest its application across different subjects and disciplines to thoroughly examine its strengths and weaknesses in depth.