Universität zu Köln

Henze, Jannik ORCID: 0000-0003-0218-757X, Lademann, Julia ORCID: 0009-0009-3033-4021, Bresges, André ORCID: 0000-0002-3350-979X and Becker-Genschow, Sebastian ORCID: 0000-0002-2461-0992 (2025). Iterative development of an AI intervention for pre-service physics teachers from a Vygotskian perspective. Frontiers in Education, 10. pp. 1-17. Frontiers Media. ISSN 2504-284X

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Abstract

[Artikel-Nr.: 1707534] While artificial intelligence (AI) is transforming many sectors, its integration into pre-service teacher education in higher education remains limited. This study investigates the iterative development and effects of a concise, two-session educational intervention designed to foster AI literacy among pre-service physics teachers. Following a design-based research approach, the intervention was implemented in two iterations at the University of Cologne (n = 31 across two cohorts). Structured according to the 5E instructional model, the intervention required students to use generative AI tools as didactic instruments to create lesson plans and reflect on their usage. AI literacy was measured using a validated 30-item test, while attitudes toward AI were assessed via a 4-point Likert survey. Results indicate only small, non-significant increases in overall AI literacy, with selective gains observed in competencies explicitly supported by hands-on activities and targeted scaffolding. However, attitudinal measures demonstrated that even brief interventions can strengthen participants’ openness toward AI and their perceived preparedness to use AI tools in teaching. Additionally, the iterative comparison highlighted format-sensitive effects. These findings suggest that while short design-based interventions can selectively activate elements of AI literacy and foster professional confidence, they are insufficient for broader skill Acquisition. Consequently, more sustained, context-rich engagements are likely required to achieve comprehensive and durable AI literacy development in pre-service teacher education.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Henze, Jannik UNSPECIFIED https://orcid.org/0000-0003-0218-757X UNSPECIFIED Lademann, Julia UNSPECIFIED https://orcid.org/0009-0009-3033-4021 UNSPECIFIED Bresges, André UNSPECIFIED https://orcid.org/0000-0002-3350-979X UNSPECIFIED Becker-Genschow, Sebastian UNSPECIFIED https://orcid.org/0000-0002-2461-0992 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-812243
Identification Number:	10.3389/feduc.2025.1707534
Journal or Publication Title:	Frontiers in Education
Volume:	10
Page Range:	pp. 1-17
Number of Pages:	17
Date:	18 December 2025
Publisher:	Frontiers Media
ISSN:	2504-284X
Language:	English
Faculty:	Faculty of Mathematics and Natural Sciences
Divisions:	Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Physics Education
Subjects:	Education Physics
Uncontrolled Keywords:	Keywords Language design based research ; AI literacy ; pre-service teacher education ; Vygotsky, attitude ; knowledge gain English
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81224