Browsing by Author "Behre, Patrik"

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    The game changer. Hur AI förändrar undervisning i biologi.
    (2023-11-07) Awad, Loay; Behre, Patrik; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Instiutionen för biologi och miljövetenskap
    The purpose of this work has been to analyze how the implementation of AI in high school has affected biology education from the perspectives of both teachers and students. The study has examined how the increased presence of AI in education affects students' learning ability and how AI can assist the teacher in biology education. Relevant literature has been gathered from various search engines and databases through both block searches and unsystematic searches. The literature used in the work has been related to biology education but has also touched on other natural science subjects due to a lack of research. The latter has then been extrapolated to specifically focus on biology education. Initially, a definition of AI and its historical background is presented. Then, the Swedish school's strategy for implementing digital tools in education is presented based on the high school's official documents. The results present various AI tools that can positively impact both teachers and students. From the teacher's perspective, literature is presented that shows how AI can function as an efficiency tool and can relieve teachers from certain tasks. AI can also personalize education for each student. However, risks of using AI are also presented, such as increased workload for the teacher depending on the implementation and inhibiting students' creativity, as well as an increased risk of cheating. In the conclusion, several connections to biology education are made. It is emphasized that AI is likely to remain in biology education in the future and continue to evolve. The most important aspect for a successful implementation of AI in education is that teachers have the right and sufficient competence in AI and have the right attitude and interest in it. Finally, the study emphasizes the need for further research in the field of biology and AI in education to increase knowledge on the subject. And one last thing. This text has been translated with chatGPT.
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    Mellan bollplank och kunskapsbank. Biologilärares erfarenheter av AI i skolan
    Behre, Patrik; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
    This study explores how biology teachers use AI Large Language Models (LLMs) in their work and teaching. The background addresses the growing presence of LLMs in schools and in biology education, as well as various pedagogical strategies for AI use presented in current research. It also discusses Swedish teachers' general attitudes towards LLMs and the extent to which AI is used in their professional practice. Additionally, the issue of teachers’ workload is examined, along with research on how AI tools might help reduce it. The study adopts a qualitative approach based on semi-structured interviews with seven teachers who teach biology or science at the upper secondary and lower secondary levels. A thematic analysis identified four main themes: Use of LLMs, Impact on Workload, Teachers' Concerns, and Future Possibilities. The results show that biology teachers primarily use LLMs for repetitive tasks during the planning phase, such as generating test questions and practice assignments. Some teachers also integrate LLMs into classroom instruction, where the tools can provide direct feedback and support to students. However, the use of AI in assessment was more limited, and participants expressed differing views on whether AI should play a role in grading. Teachers highlighted that LLMs could help ease their workload, particularly for newly qualified teachers. At the same time, they emphasized that effective use of LLMs can be time-consuming and that the tools may produce unreliable information. These findings are further developed in the study's discussion. The conclusion is that LLMs have the potential to support biology teachers in their professional tasks, but further training is needed to prepare educators for the challenges AI will pose in the school context.