Document Types
Paper Presentation
School Name
San Pablo City Science Integrated High School
Research Advisor (Last Name, First Name, Middle Initial)
Ador, Zohail I.
Abstract/Executive Summary
Artificial intelligence (AI) is a branch of computer science made to develop and create systems imitating human intelligence. The digital transformation of AI in various sectors, including education, has been rapid within a span of months. In this line, AI use has created divergent perspectives on whether it provides quality education or diminishes it. With that, this qualitative study aimed to explore the lived experiences of science teachers on the students’ use of AI, specifically in scientific report writing. This study employed a phenomenological approach, and semi-structured interviews were done in a face-to-face setup and in online meetings. The included questions focused on their views, perceived challenges, and proper approaches to counter them. The audio recordings were transcribed and coded, where the emerging themes were derived using thematic analysis. The findings revealed that science teachers agreed on utilizing AI for output enhancement only and not direct generation, wherein firm guidelines and agreement should be established to ensure the absence of unethical practices of AI use. However, its impact on the traditional teaching methods will not be apparent immediately. Yet, the current benefits it offers to the teachers and students made them anticipate its broader capabilities. Given these findings, this study has concluded that science teachers have a positive view regarding the students’ use of AI in scientific report writing, but with moderation and proper guidance.
Keywords
artificial intelligence; scientific report writing; science teachers; lived experiences; pedagogy
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
Initial Consent for Publication
yes
Statement of Originality
yes
Teachers' Voices: A Phenomenological Study Exploring the Students’ Use of Artificial Intelligence in Scientific Report Writing
Artificial intelligence (AI) is a branch of computer science made to develop and create systems imitating human intelligence. The digital transformation of AI in various sectors, including education, has been rapid within a span of months. In this line, AI use has created divergent perspectives on whether it provides quality education or diminishes it. With that, this qualitative study aimed to explore the lived experiences of science teachers on the students’ use of AI, specifically in scientific report writing. This study employed a phenomenological approach, and semi-structured interviews were done in a face-to-face setup and in online meetings. The included questions focused on their views, perceived challenges, and proper approaches to counter them. The audio recordings were transcribed and coded, where the emerging themes were derived using thematic analysis. The findings revealed that science teachers agreed on utilizing AI for output enhancement only and not direct generation, wherein firm guidelines and agreement should be established to ensure the absence of unethical practices of AI use. However, its impact on the traditional teaching methods will not be apparent immediately. Yet, the current benefits it offers to the teachers and students made them anticipate its broader capabilities. Given these findings, this study has concluded that science teachers have a positive view regarding the students’ use of AI in scientific report writing, but with moderation and proper guidance.
