Shaping the Future of AI in Education: Insights From Pre-Service Science Teachers' Knowledge, Attitudes, and Perceptions

This study investigated pre-service science teachers' knowledge, attitudes, and perceptions (KAP) of ChatGPT. It explored which factors most significantly influence their use as an additional search engine tool. The study employed a quantitative approach, using a simple random sampling method and distributed paper-based, closed-ended questionnaires to 148 thirdyear pre-service science teachers. The study used weighted mean, correlation, and regression analysis to analyze the data. Analysis revealed varying levels of knowledge, with a majority demonstrating their foundational solid understanding. Analysis of specific knowledge questions identified some gaps, particularly regarding participants' understanding of the tool's key strengths. Attitudes towards it were generally neutral across various statements. This suggests ambivalence towards its potential benefits and concerns, such as data security and originality. Perceptions were also neutral to slightly positive views. This indicates cautious optimism about its usefulness and the ethical considerations surrounding its use in academic settings. The study also assessed instructional usage of it, revealing a generally positive outlook. It was also found out that perception can be a good predictor for using it. The results suggested that pre-service science teachers are moderately receptive to using it, particularly when considering ethical considerations, responsible use, and accessibility.