The Role of Prompt Writing in AI-Supported Teaching: Views of Prospective Science Teachers
DOI:
https://doi.org/10.46328/ijemst.5643Keywords:
Artificial intelligence, AI literacy in teacher education, AI-supported learning, Prompt engineeringAbstract
Central to the efficacy of AI-driven applications is the quality of prompts the input commands or texts that guide AI systems in generating accurate and meaningful responses. This study investigates science pre-service teachers’ perceptions of the prompt writing process within AI tools. Utilizing a qualitative case study approach, data were gathered from 32 science pre-service teachers in their second, third, and fourth academic years through an open-ended questionnaire designed by the researchers. Content analysis was independently performed by two coders, with inter-coder reliability measures ensuring consistency. The findings indicate that participants regard prompt writing as crucial for language and expression, scientific rigor, and user engagement, though its contribution to fostering creativity and critical thinking was viewed as limited. Additionally, respondents highlighted the significance of factors such as topic selection, clarity of objectives, and precise language in constructing effective prompts. Challenges were identified both on the user side including language proficiency and articulation and on the AI side, particularly regarding scientific accuracy and maintaining focus on intended goals. Based on these results, the study recommends the design of targeted educational interventions and AI tool enhancements that address both pedagogical and technological competencies to facilitate more effective prompt generation.
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