Lärares anpassningar av skriftliga uppgifter i AI:s närvaro

Sammanfattning

Since the emergence of artificial intelligence (AI) that use large language models arrived there has existed a certain fear among teachers and the schooling system about its efficacy in producing text that can mimic human writing. This causes doubt whether a text that a pupil would submit were written by them or not. Since the methods used for detecting whether a text is AI written or not is in its infancy, it falls on the individual teachers to develop strategies to contend with the growing use and ease of access of AI. In this study three biology teachers were interviewed using semi structured interviews to discover how they work both individually and as a team when discussing questions regarding AI and written assignments. The transcripts were then analysed using discourse analysis to find patterns. This made it possible to see similarities in their thought process and how their personal pedagogical content knowledge (pPCK) based on their experiences influenced their decisions for dealing with questions regarding AI. The results showed that the emergence of AI has impacted the teachers to some degree and that adaptations how they work with written assignments but not in the construction or grading of the tasks.