Date
Publisher
arXiv
Pre-service teachers play a unique dual role as they straddle between the
roles of students and future teachers. This dual role requires them to adopt
both the learner's and the instructor's perspectives while engaging with
pedagogical and content knowledge. The current study investigates how
pre-service elementary teachers taking a physical science course prompt AI to
generate representations that effectively communicate conceptual ideas to two
distinct audiences. The context involves participants interacting with AI to
generate appropriate representations that explain the concepts of wave velocity
to their elementary students (while casting themselves as teachers) and the
Ideal Gas Law to their English teachers (while casting themselves as students).
Emergent coding of the AI prompts highlight that, when acting as teachers,
participants were more explicit in specifying the target audience,
predetermining the type of representation, and producing a broader variety of
representations compared to when they acted as students. Implications of the
observed 'exploratory' and 'prescriptive' prompting trends across the two roles
on pre-service teachers' education and their professional development are
discussed.
What is the application?
Who age?
Why use AI?
Study design
