고등학교 화학 수업에서 생성형 인공지능 활용의 효과성 분석과 교사 인식에 대한 연구 = Analysis of the Effectiveness of Generative AI in High School Chemistry Classes and a Qualitative Study on Teachers’ Perception

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the educational effects of utilizing generative artificial intelligence in high school chemistry classes and to explore teachers’ perceptions of such applications. To achieve this purpose, two separate studies were conducted. The first study investigated the impact of generative AI-based Chemistry I lessons on students by comparing an experimental group, which participated in AI-supported instruction, with a control group, which received conventional instruction, at a high school in City K. In the experimental group, “Wrtn,” a generative AI chatbot, was applied to lessons focusing on the concept of the mole. Both groups completed pre- and post-tests as well as formative assessments to measure changes in conceptual understanding, while self-assessment surveys were used to examine changes in attitudes toward AI, interest in science, and metacognitive skills. The results showed that AI-supported instruction positively influenced students’ attitudes toward AI, scientific interest, and metacognitive skills, while no significant differences were observed in conceptual understanding. However, follow-up interviews indicated that generative AI lessons hold potential for enhancing students’ conceptual understanding. The second study qualitatively examined teachers’ perceptions of generative AI-based chemistry lessons by conducting semi-structured interviews with four high school chemistry teachers. Interview transcripts were analyzed using the constant comparative method. The findings revealed that teachers recognized the positive contributions of generative AI, such as supporting personalized learning and promoting inquiry, while also identifying negative aspects, including issues related to information reliability and learning dependency. Teachers further emphasized the importance of instructional roles and strategies for effective implementation, as well as the need for professional development programs and institutional support. By integrating both student and teacher perspectives, this study highlights the educational potential and limitations of generative AI in high school chemistry instruction and provides foundational insights for future applications in science education.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 연구 제한점 5
• II. 이론적 배경 6
• 1. 생성형 인공지능 6
• 1.1. 인공지능의 개념 6
• 1.2. 생성형 인공지능의 개념 및 특징 7
• 1.3. 생성형 인공지능의 한계점 11
• 2. 인공지능에 대한 태도 14
• 3. 과학 흥미도 15
• 4. 메타인지 16
• III. 본론 18
• [연구1] 생성형 인공지능을 활용한 수업에 대한 효과성 분석 18
• 1.1. 연구 방법 18
• 1.2. 연구 결과 30
• [연구2] 고등학교 화학 수업에서 생성형 인공지능 활용에 대한 질적 연구 : 교사의 인식과 경험을 중심으로 43
• 2.1. 연구 방법 43
• 2.2. 연구 결과 46
• IV. 결론 및 제언 59
• 1. 결론 59
• 2. 제언 62
• 참고문헌 63
• 부록 69
• Curricilum Vaitae 89