ARTIFICIAL INTELLIGENCE AWARENESS AND AI-TPACK AMONG SCIENCE TEACHERS IN TÜRKİYE

İsmail Satmaz

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ARTIFICIAL INTELLIGENCE AWARENESS AND AI-TPACK AMONG SCIENCE TEACHERS IN TÜRKİYE

Title	ARTIFICIAL INTELLIGENCE AWARENESS AND AI-TPACK AMONG SCIENCE TEACHERS IN TÜRKİYE
Publication Type	Journal Article
Year of Publication	2026
Authors	Satmaz, İ
Journal	Journal of Baltic Science Education
Volume	25
Issue	5
Start Page	884-898
Pagination	Continuous
Date Published	October / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	AI awareness, AI-TPACK, Artificial Intelligence, science education, SCIENCE teachers, teacher professional development
Abstract	Artificial intelligence (AI) is changing how science is taught, and teachers need both an awareness of AI and the pedagogical knowledge to use it in class. This study examined the AI awareness and AI technological pedagogical content knowledge (AI-TPACK) of science teachers in Türkiye, compared these scores across demographic and professional groups, and analysed how the two constructs are related. In a cross-sectional correlational survey, data were gathered from 434 science teachers in state and private schools with the AI Awareness Scale for Science Teachers and the AI-TPACK Scale. Groups were compared with t-tests and Welch's ANOVA followed by Games–Howell tests, and relationships were examined with Pearson correlations. Teachers' AI awareness was at a moderate level, whereas their AI-TPACK was high. Scores varied by school type, AI training, years of experience, and degree level, while gender differences appeared in only a few subdimensions. Private-school teachers and teachers with AI training scored markedly higher on both scales. AI awareness correlated strongly with AI-TPACK, most clearly with its AI-related technological domains. As the data are cross-sectional, these patterns cannot be read causally, but they point to AI-specific professional learning and fair access to AI resources as priorities for science teacher education.
DOI	10.33225/jbse/26.25.884
Refereed Designation	Refereed
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