Mellan bollplank och kunskapsbank. Biologilärares erfarenheter av AI i skolan

Abstract

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.