Science teachers' opinions on the application of ChatGPT in science teaching

The aim of this study is to determine science teachers' views on the use of the ChatGPT application in science education. The research was conducted using a qualitative research design with 10 science teachers (5 female, 5 male) working in different provinces of Turkey. Data were collected through a semi-structured interview form developed by the researcher and finalized with expert opinions, and analyzed using descriptive and content analysis methods. According to the findings, teachers stated that ChatGPT can be used as a supportive tool in lesson planning, content creation, and material development processes. Participants emphasized that this tool facilitates learning by adapting to students' individual learning pace. However, they also pointed out certain limitations such as partial inconsistency with the curriculum, risk of students becoming dependent on ready-made information, and ethical concerns. Teachers expressed that AI-based tools will become permanent in science education, but effective implementation requires infrastructure development, ethical awareness, and in-service teacher training. They also highlighted that ChatGPT saves time during instruction, encourages creativity, and increases student motivation. In conclusion, ChatGPT provides an innovative learning environment in science education, yet it should be used under teacher guidance and with a pedagogical approach. This study draws attention to the importance of AI-supported teaching practices in the future of science education and serves as a guide for further research and practice in the field.