ChatGPT as an interactive learning environment: supporting creative problem posing in teacher education
Yazarlar (2)
Doç. Dr. Mehmet Koray SERİN Kastamonu Üniversitesi, Türkiye
Doç. Dr. İbrahim KEPCEOĞLU Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Interactive Learning Environments (Q1) | ||
| Dergi ISSN | 1049-4820 Dergi Bilgileri (2025) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | Türkçe | Basım Tarihi | 10-2025 |
| Kabul Tarihi | 05-10-2025 | Yayınlanma Tarihi | 24-10-2025 |
| Cilt / Sayı / Sayfa | 34 / 6 / 3645–3666 | DOI | 10.1080/10494820.2025.2573746 |
| Makale Linki | https://doi.org/10.1080/10494820.2025.2573746 | ||
| UAK Araştırma Alanları |
Matematik Eğitimi
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| Özet |
| This qualitative multiple-case study examines how generative artificial intelligence can serve as an interactive learning environment to enhance the creative problem-posing skills of pre-service mathematics teachers. Twenty-four participants engaged in problem-posing tasks based on data tables, images, and open-ended scenarios. Their problems were evaluated across fluency, flexibility, and originality—the three core dimensions of creative thinking. Based on pre-test results, twelve participants with the lowest creativity scores entered a structured ChatGPT-supported intervention, guided by the orientation–connection–generation model. During this phase, participants revised their problems through dialogic engagement with ChatGPT, then generated new problems in a post-test. Comparative analyses revealed varied developmental trajectories: some participants reached fully developed levels across all … |
| Anahtar Kelimeler |
| ChatGPT | creative problem-posing | generative AI | interactive learning environments | mathematics education | teacher education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 4 |
| Scopus | 4 |
| Google Scholar | 8 |