4th grade students' experiences of artificalintelligence-supported story writing: Socioscientificissues in science education

This study aims to examine in detail the experiences of fourth-grade elementary school students in science education with regard to the AI-supported story writing process on sociological topics, as well as the effects of this process on students' interest, attitudes, awareness, and perceptions of competence. The study group consists of 24 students in the fourth grade of an elementary school in the Western Black Sea region. The research design is a case study approach, one of the qualitative research approaches. The data collection tools used were a structured interview form consisting of 8 questions for the pre-test and 9 questions for the post-test, developed by the researcher, and an unstructured observation form. Students were asked to write stories about environmental pollution, global warming and nuclear energy, which are socioscientific science topics, through Quicktools artificial intelligence application. A 5-week implementation process was carried out with training on the use of Quicktools application. As a result of the content analysis of the data obtained before and after the application, it was determined that the students' interest in reading and writing stories increased, the heroes attracted their attention the most among the elements that make up the story, and their experiences related to technology and artificial intelligence changed from playing games to writing stories. In addition, it was concluded that students were willing to write stories because it was fun, their interest in science course increased, and they found writing stories in science education fun. It was concluded that they considered themselves competent in writing science stories, and that they used artificial intelligence in the story writing process. In addition, it was concluded that students were willing to write stories because it was fun, their interest in science course increased, and they found it fun to write stories in science education. It was determined that they considered themselves competent in writing science stories, they were willing to use artificial intelligence in the story writing process, and the applications supported the cognitive and affective development of the students. In line with the findings obtained, it was emphasized that artificial intelligence is a technology that can be used in the story writing process and facilitates the process.