The Impact of ChatGPT on Science Education: Teachers' Perceptions Across Diverse Disciplines

This study examines science teachers’ perceptions of ChatGPT’s impact on classroom assessments using the Technology Acceptance Model and Theory of Planned Behavior. Data from a publicly available survey of 19 science educators across life sciences, physical sciences, and technology/engineering disciplines were analyzed using one-way ANOVA and multiple regression. Results showed no statistically significant differences in perceptions across disciplines or based on teaching experience, age, and gender. These findings suggest uniform perceptions of ChatGPT, reflecting its perceived usefulness and ease of use, irrespective of teaching area or demographics. The study highlights ChatGPT’s potential to enhance assessment practices while emphasizing the need for institutional support and professional development. Recommendations for equitable AI integration and future research are provided.