Using ChatGPT in chemistry lesson planning on chemical bonding: preservice teachers’ engagement across pedagogical content knowledge components
Chemistry Education Research and Practice, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1039/d6rp00279j
- Dergi Adı: Chemistry Education Research and Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Education Source Ultimate (EBSCO)
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
This study aimed to examine the nature of preservice chemistry teachers’ engagement with ChatGPT-generated information across components of pedagogical content knowledge (PCK) during lesson planning on the topic of chemical bonding. In addition, how this engagement changed over time was investigated utilizing PCK and Interactive–Constructive–Active–Passive (ICAP) frameworks. To achieve this aim, a longitudinal case study design was employed. Six preservice chemistry teachers participated in the first phase of the study, and three of these participants continued into the second phase. Data sources included lesson plans in the form of Content Representation, preservice teachers’ ChatGPT prompts, and semi-structured interviews. Through deductive and inductive coding processes and constant comparative analysis, the findings revealed that preservice teachers most frequently engaged with ChatGPT in the PCK components of knowledge of learners and instructional strategies, particularly when addressing student misconceptions and difficulties in chemical bonding concepts and designing topic-specific teaching activities. Across all PCK components, slight modification emerged as the dominant type of usage, generation as the primary intent, and self-based evaluation as the more frequent trust mechanism. From an ICAP perspective, active dominant was the most prevalent mode in all or most of the PCK components. Finally, follow-up analysis indicated essential qualitative changes in preservice teachers’ use of ChatGPT in lesson planning. The study has the potential to contribute to the field by capturing the complexity of teacher–AI interactions during chemistry lesson planning.