Eğitimin Yapay Zekâ İkilemi: Analitik Düşüncenin Gelişiminde Bir “Ortak” mı, Yoksa Bir “Koltuk Değneği” mi?

Özet

Yapay zekâ (YZ), gündelik yaşam pratiklerinden bilimsel üretime kadar pek çok alana hızla yerleşmiş; eğitim için doğrudan çözümler sunmaktan çok, yeni sorular ortaya çıkarmıştır. Bu çalışma, YZ’nin eğitim bağlamında kendisine atfedilen ikircikli rolü incelemekte ve YZ’nin analitik düşüncenin gelişimini destekleyen bir “ortak” mı, yoksa onu zayıflatan bir “koltuk değneği” mi olarak kavramsallaştırıldığını sorgulamaktadır. Bu amaçla, 2019–2025 yılları arasında yayımlanmış 72 hakemli makale ve iki UNESCO raporundan oluşan toplam 74 kaynağı içeren bir külliyat üzerinde iki aşamalı nitel bir meta-sentez yürütülmüştür. İlk aşamada, külliyatın tümevarımsal bir kavramsal haritası Leximancer yazılımı kullanılarak oluşturulmuştur (meta-açımlama). İkinci aşamada ise bu haritadan türeyen temalar, yorumlayıcı içerik analizi yoluyla ayrıntılı biçimde incelenmiştir (meta-sentez). Bulgular, YZ’nin eğitimdeki rolünün literatürde ağırlıklı olarak bağlama duyarlı, “karma” bir yapı içinde ele alındığını göstermektedir; tartışmalar, kişiselleştirme ve verimlilik gibi pedagojik fırsatlarla yanlılık, eşitsizlik ve bilişsel yük aktarımı gibi sistemsel riskler arasında gidip gelen bir eksende konumlanmaktadır. YZ, kapsayıcı, geri bildirime dayalı ve öğretmen aracılı tasarımlara yerleştiğinde “ortak” olarak tanımlanma eğilimindeyken; yönetişim boşluklarının, zayıf denetim mekanizmalarının ve denetimsiz uyarlamaların öne çıktığı bağlamlarda “koltuk değneği” niteliği kazanmaktadır. Genel olarak çalışma, eğitimde YZ entegrasyonunun sonuçlarının, teknolojinin içsel kapasitesinden çok, kullanımını düzenleyen pedagojik, etik ve yönetişimsel düzenekler tarafından şekillendiğini ortaya koymaktadır.

Anahtar sözcükler

• Eğitim Sosyolojisi

Dosyalar

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Kaynakça

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Bu yayına atıf

@article{coskun2025egitimin,
  author = {Co{\c{s}}kun, Serkan},
  title = {{E{\u{g}}itimin Yapay Zek{\^a} {\.I}kilemi: Analitik D{\"u}{\c{s}}{\"u}ncenin Geli{\c{s}}iminde Bir ``Ortak'' m{\i}, Yoksa Bir ``Koltuk De{\u{g}}ne{\u{g}}i'' mi?}},
  journal = {Hacettepe {\"U}niversitesi Edebiyat Fak{\"u}ltesi Dergisi},
  volume = {0},
  number = {Advanced Online},
  pages = {726--746},
  publisher = {Hacettepe {\"U}niversitesi},
  year = {2025},
  month = {10},
  issn = {1301-5737},
  url = {https://hacettepe.hbtech.com.tr/yayin/the-artificial-intelligence-dilemma-in-education-a-partner-in-developing-analytical-thinking-or-a-crutch},
  language = {en},
  keywords = {E{\u{g}}itim Sosyolojisi},
  abstract = {Yapay zek{\^a} (YZ), g{\"u}ndelik ya{\c{s}}am pratiklerinden bilimsel {\"u}retime kadar pek {\c{c}}ok alana h{\i}zla yerle{\c{s}}mi{\c{s}}; e{\u{g}}itim i{\c{c}}in do{\u{g}}rudan {\c{c}}{\"o}z{\"u}mler sunmaktan {\c{c}}ok, yeni sorular ortaya {\c{c}}{\i}karm{\i}{\c{s}}t{\i}r. Bu {\c{c}}al{\i}{\c{s}}ma, YZ'nin e{\u{g}}itim ba{\u{g}}lam{\i}nda kendisine atfedilen ikircikli rol{\"u} incelemekte ve YZ'nin analitik d{\"u}{\c{s}}{\"u}ncenin geli{\c{s}}imini destekleyen bir ``ortak'' m{\i}, yoksa onu zay{\i}flatan bir ``koltuk de{\u{g}}ne{\u{g}}i'' mi olarak kavramsalla{\c{s}}t{\i}r{\i}ld{\i}{\u{g}}{\i}n{\i} sorgulamaktad{\i}r. Bu ama{\c{c}}la, 2019--2025 y{\i}llar{\i} aras{\i}nda yay{\i}mlanm{\i}{\c{s}} 72 hakemli makale ve iki UNESCO raporundan olu{\c{s}}an toplam 74 kayna{\u{g}}{\i} i{\c{c}}eren bir k{\"u}lliyat {\"u}zerinde iki a{\c{s}}amal{\i} nitel bir meta-sentez y{\"u}r{\"u}t{\"u}lm{\"u}{\c{s}}t{\"u}r. {\.I}lk a{\c{s}}amada, k{\"u}lliyat{\i}n t{\"u}mevar{\i}msal bir kavramsal haritas{\i} Leximancer yaz{\i}l{\i}m{\i} kullan{\i}larak olu{\c{s}}turulmu{\c{s}}tur (meta-a{\c{c}}{\i}mlama). {\.I}kinci a{\c{s}}amada ise bu haritadan t{\"u}reyen temalar, yorumlay{\i}c{\i} i{\c{c}}erik analizi yoluyla ayr{\i}nt{\i}l{\i} bi{\c{c}}imde incelenmi{\c{s}}tir (meta-sentez). Bulgular, YZ'nin e{\u{g}}itimdeki rol{\"u}n{\"u}n literat{\"u}rde a{\u{g}}{\i}rl{\i}kl{\i} olarak ba{\u{g}}lama duyarl{\i}, ``karma'' bir yap{\i} i{\c{c}}inde ele al{\i}nd{\i}{\u{g}}{\i}n{\i} g{\"o}stermektedir; tart{\i}{\c{s}}malar, ki{\c{s}}iselle{\c{s}}tirme ve verimlilik gibi pedagojik f{\i}rsatlarla yanl{\i}l{\i}k, e{\c{s}}itsizlik ve bili{\c{s}}sel y{\"u}k aktar{\i}m{\i} gibi sistemsel riskler aras{\i}nda gidip gelen bir eksende konumlanmaktad{\i}r. YZ, kapsay{\i}c{\i}, geri bildirime dayal{\i} ve {\"o}{\u{g}}retmen arac{\i}l{\i} tasar{\i}mlara yerle{\c{s}}ti{\u{g}}inde ``ortak'' olarak tan{\i}mlanma e{\u{g}}ilimindeyken; y{\"o}neti{\c{s}}im bo{\c{s}}luklar{\i}n{\i}n, zay{\i}f denetim mekanizmalar{\i}n{\i}n ve denetimsiz uyarlamalar{\i}n {\"o}ne {\c{c}}{\i}kt{\i}{\u{g}}{\i} ba{\u{g}}lamlarda ``koltuk de{\u{g}}ne{\u{g}}i'' niteli{\u{g}}i kazanmaktad{\i}r. Genel olarak {\c{c}}al{\i}{\c{s}}ma, e{\u{g}}itimde YZ entegrasyonunun sonu{\c{c}}lar{\i}n{\i}n, teknolojinin i{\c{c}}sel kapasitesinden {\c{c}}ok, kullan{\i}m{\i}n{\i} d{\"u}zenleyen pedagojik, etik ve y{\"o}neti{\c{s}}imsel d{\"u}zenekler taraf{\i}ndan {\c{s}}ekillendi{\u{g}}ini ortaya koymaktad{\i}r.},
  affiliation = {HACETTEPE {\"U}N{\.I}VERS{\.I}TES{\.I}}
}

TY  - JOUR
AU  - Coşkun, Serkan
TI  - Eğitimin Yapay Zekâ İkilemi: Analitik Düşüncenin Gelişiminde Bir “Ortak” mı, Yoksa Bir “Koltuk Değneği” mi?
T2  - Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi
VL  - 0
IS  - Advanced Online
PY  - 2025
DA  - 2025/10/15/
SP  - 726
EP  - 746
PB  - Hacettepe Üniversitesi
SN  - 1301-5737
UR  - https://hacettepe.hbtech.com.tr/yayin/the-artificial-intelligence-dilemma-in-education-a-partner-in-developing-analytical-thinking-or-a-crutch
AB  - Yapay zekâ (YZ), gündelik yaşam pratiklerinden bilimsel üretime kadar pek çok alana hızla yerleşmiş; eğitim için doğrudan çözümler sunmaktan çok, yeni sorular ortaya çıkarmıştır. Bu çalışma, YZ’nin eğitim bağlamında kendisine atfedilen ikircikli rolü incelemekte ve YZ’nin analitik düşüncenin gelişimini destekleyen bir “ortak” mı, yoksa onu zayıflatan bir “koltuk değneği” mi olarak kavramsallaştırıldığını sorgulamaktadır. Bu amaçla, 2019–2025 yılları arasında yayımlanmış 72 hakemli makale ve iki UNESCO raporundan oluşan toplam 74 kaynağı içeren bir külliyat üzerinde iki aşamalı nitel bir meta-sentez yürütülmüştür. İlk aşamada, külliyatın tümevarımsal bir kavramsal haritası Leximancer yazılımı kullanılarak oluşturulmuştur (meta-açımlama). İkinci aşamada ise bu haritadan türeyen temalar, yorumlayıcı içerik analizi yoluyla ayrıntılı biçimde incelenmiştir (meta-sentez). Bulgular, YZ’nin eğitimdeki rolünün literatürde ağırlıklı olarak bağlama duyarlı, “karma” bir yapı içinde ele alındığını göstermektedir; tartışmalar, kişiselleştirme ve verimlilik gibi pedagojik fırsatlarla yanlılık, eşitsizlik ve bilişsel yük aktarımı gibi sistemsel riskler arasında gidip gelen bir eksende konumlanmaktadır. YZ, kapsayıcı, geri bildirime dayalı ve öğretmen aracılı tasarımlara yerleştiğinde “ortak” olarak tanımlanma eğilimindeyken; yönetişim boşluklarının, zayıf denetim mekanizmalarının ve denetimsiz uyarlamaların öne çıktığı bağlamlarda “koltuk değneği” niteliği kazanmaktadır. Genel olarak çalışma, eğitimde YZ entegrasyonunun sonuçlarının, teknolojinin içsel kapasitesinden çok, kullanımını düzenleyen pedagojik, etik ve yönetişimsel düzenekler tarafından şekillendiğini ortaya koymaktadır.
KW  - Eğitim Sosyolojisi
LA  - en
AD  - HACETTEPE ÜNİVERSİTESİ
ER  -