#944: Exploring Science Teachers’ Artificial Intelligence (AI) Understanding and Readiness

This study examines 108 science teachers’ understanding of artificial intelligence (AI) and their readiness to integrate it into classroom practice, focusing on their prior experiences, conceptualizations, and perceived preparedness. Preliminary findings show teachers most often define AI through machine learning (32%) and human-like cognition (31%). Despite limited conceptual depth, teachers report moderate to high readiness and strong ethical awareness, providing insights into teacher readiness and informing targeted professional development to support AI integration in science education.