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Using ChatGPT for Science Learning: A Study on Pre-service Teachers' Lesson Planning
This study analyzes lesson plans from 29 pre-service elementary teachers who integrated ChatGPT into science learning activities, evaluating their plans using a TPACK-based rubric and examining their perceptions about ChatGPT's pedagogical affordances and risks including student over-dependency. The research identifies how ChatGPT was envisioned for use across science domains and teaching strategies, with teachers expressing both enthusiasm about personalized learning support and concerns about accuracy and cognitive offloading.
While ongoing efforts have continuously emphasized the integration of ChatGPT with science teaching and learning, there are limited empirical studies exploring its actual utility in the classroom. This study aims to fill this gap by analyzing the lesson plans developed by 29 pre-service elementary teachers and assessing how they integrated ChatGPT into science learning activities. We first examined how ChatGPT was integrated with the subject domains, teaching methods/strategies, and then evaluat