• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.511-518
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• 2024

This study investigated the perceptions of chemistry teachers regarding the use of AI in education, focusing on their stages of concern, expected effects, and factors impeding implementation. Data were collected through a survey of 79 chemistry teachers who participated in first-grade teacher qualification training in 2024. The stages of concern were analyzed both overall and individually, and differences in stages of concern based on background variables were examined using the Kruskal-Wallis H test. The expected effects were measured across seven aspects, with differences were analyzed using repeated measures ANOVA and the Bonferroni method. Factors impeding implementation were analyzed through keyword analysis, focusing on internal and external factors. The results showed that overall concern was relatively low, with informational concern (Stage 1) and unconcerned (Stage 0) being high at 35.4% and 34.2%, respectively. Among active teachers, significant differences in stages of concern were observed depending on whether they had training experience (p<.05). The expected effects of AI in education showed significant statistical differences across the seven aspects (p<.05). Teachers rated 'providing diverse learning experiences' as the highest effect, while 'enhancing understanding of scientific concepts', 'improving scientific inquiry skills', and 'cultivating scientific literacy' were rated relatively low (p<.05). Internal factors were found to impede implementation more than external factors, with key internal factors including 'resistance to change', 'lack of capability', and 'teachers' negative perceptions of AI in education'. Based on these findings, recommendations were made to enhance the implementation of AI in educational settings.