한국수학교육학회지시리즈E:수학교육논문집 (Communications of Mathematical Education)

  • 제37권3호
  • /
  • Pages.497-516
  • /
  • 2023
  • /
  • 1226-6663(pISSN)
  • /
  • 2287-9935(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

ChatGPT를 활용한 예비교사의 수학수업설계 분석

An Analysis of Pre-service Teachers' Mathematics Lesson Design Using ChatGPT

  • Lee, Yujin (Daejeon Heungryong Elementary School)
  • 투고 : 2023.05.25
  • 심사 : 2023.06.20
  • 발행 : 2023.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 예비교사들의 ChatGPT에 대한 인식과 ChatGPT를 활용하여 구안한 수업설계의 특징을 분석함으로써 ChatGPT를 활용한 교사의 수업설계역량 신장에 대한 가능성을 탐색하는 것이다. 이를 위해 예비교사의 인식을 조사하기 위한 설문조사를 실시하였으며, ChatGPT를 활용하여 작성된 수업설계지를 수학수업의 설계 요소, 대화 및 정보 처리 유형의 관점에서 분석하였다. 그 결과 예비교사들은 ChatGPT 활용에 다소 소극적인 태도를 보이는 것으로 보이며, 교사의 중재 가능성과 ChatGPT의 특성이 ChatGPT 활용에 관한 인식에 영향을 주는 것으로 나타났다. 더불어 예비교사들은 주로 동기유발 활동과 배운 내용을 적용하는 놀이 활동에 ChatGPT를 활용했으며, 개인마다 ChatGPT를 활용하는 수준, 즉 ChatGPT와의 대화 양상과 정보 처리 양상에 차이를 보였다. 이와 같은 연구 결과를 토대로 ChatGPT를 활용한 교사의 전문성 신장 및 교사 교육에 대한 가능성을 탐색하였다.

The purpose of this study is to explore the possibility of enhancing teachers' pedagogical design capacity using ChatGPT. For this purpose, a survey was conducted to investigate preservice teachers' perceptions of ChatGPT, and lesson plans created using ChatGPT were analyzed from the perspectives of design elements, conversations with ChatGPT, and information transforming. The results showed that pre-service teachers have a rather passive attitude toward the use of ChatGPT, and that teacher moderation and ChatGPT characteristics affect pre-service teachers' perceptions of the use of ChatGPT. In addition, pre-service teachers mainly used ChatGPT for motivational activities and play activities, and there were significant differences in the level of utilization of ChatGPT among individuals, i.e., how they interacted with ChatGPT and how they transformed information. Based on these findings, we explored the possibility of using ChatGPT for teacher professional development and teacher education.

키워드

참고문헌

  1. Ko, H. K., Huh, N., & Noh, J. H. (2021). An analysis of in-service teachers' perceived interactivity with AI teachers through RPP(Role-Play Presentation). The Mathematical Education, 60(3), 321-340.
  2. Ministry of Education (2022). Mathematics 5-1. Visang Publishing.
  3. Kim, G. Y., & Jeon, M. H. (2017). Exploring teachers' pedagogical design capacity: How mathematics teachers plan and design their mathematics lessons. The Mathematical Education, 56(4), 365-385.
  4. Kim, B. H. (2022). Analysis of perception, requirement for AI education and AI teaching efficacy for secondary pre-service teacher. Journal of Learner-Centered Curriculum and Instruction, 22(22), 1001-1016.
  5. Kim, S. Y., & Choi, M. K. (2022). AI-based educational platform analysis supporting personalized mathematics learning, Communication of Mathematics Education, 36(3), 417-438.
  6. Noh, J. H., Ko, H. K., Kim, B. S., & Huh, N. (2023). An analysis of the international trends of research on artificial intelligence in education using topic modeling. Journal of the Korean School Mathematics Society, 26(1), 1-19.
  7. Par, H. Y., Son, B. E., & Ko, H. K. (2022). Study on the mathematics teaching and learning artificial intelligence platform analysis. Communication of Mathematics Education, 36(1), 1-21.
  8. Seo, M. H., & Cho, M. S. (2023). A study on development and effect of high school mathematics contents for artificial intelligence(AI) capability. Journal of Learner-Centered Curriculum and Instruction, 23(2), 771-790.
  9. Sunwoo, J. (2022). A study on mathematics lesson design of prospective elementary school teachers by using latent profile analysis. Journal of Educational Research in Mathematics, 32(2), 103-124.
  10. Shin, D. J. (2020a). Artificial intelligence in primary and secondary education: A systematic review. Journal of Educational Research in Mathematics, 30(3), 531-552. https://doi.org/10.29275/jerm.2020.08.30.3.531
  11. Shin, D. J. (2020b). An analysis prospective mathematics teachers' perception on the use of artificial intelligence(AI) in mathematics education. Communications of Mathematical Education, 34(3), 215-234.
  12. Lee, D. K., Lee, B. G., & Lee, E. S. (2022). Competencies and training tasks for teachers in education using AI. The Journal of Educational Information and Media, 28(2), 415-444.
  13. Lee, D. K., & Lee, E. S. (2022). An analysis of educational needs on teacher competencies for education using AI. The Journal of Educational Information and Media, 28(3), 821-842.
  14. Choi, I. S. (2022). Exploring teaching and learning methods using artificial intelligence(AI) in the mathematics classroom: Focusing on the development of middle school statistic scenarios. Journal of the Korean School Mathematics Society, 25(2), 149-174. https://doi.org/10.30807/ksms.2022.25.2.003
  15. Agyei, D. D., & Voogt, J. M. (2015). Pre-service teachers' TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605-625.
  16. Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and class-room instruction (pp. 17-36). Routledge.
  17. Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468.
  18. Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2190148
  19. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2195846
  20. Jeon, J. H., & Lee, S. Y. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11834-1
  21. Kasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
  22. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  23. Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal. https://doi.org/10.1177/00336882231162868
  24. Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers & Education, 191, 104646.
  25. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  26. OpenAI. (2022, November 30). ChatGTP: Optimizing language models for dialogue. Retrieved from https://openai.com/blog/chatgpt/
  27. Remillard, J., & Kim, O. K. (2017). Knowledge of curriculum embedded mathematics: Exploring a critical domain of teaching. Educational Studies in Mathematics, 96, 65-81.
  28. Shamir, G., & Levin, I. (2022). Teaching machine learning in elementary school. International J ournal of Child-Computer Interaction, 31, 100415.
  29. Shin, D. J. (2021). Teaching mathematics integrating intelligent tutoring systems: Investigating prospective teachers' concerns and TPACK. International Journal of Science and Mathematics Education, 20, 1659-1676.
  30. Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 15.
  31. Utterberg Moden, M., Tallvid, M., Lundin, J., & Lindstrom, B. (2021). Intelligent tutoring systems: Why teachers abandoned a technology aimed at automating teaching processes. In Proceedings of the 54th Hawaii International Conference on System Sciences(pp. 1538-1547).