New Paradigm in Education: Could it be Perceptionism?

Mayıs 2, 2025

Egitimde-yeni-paradigma-algicilik-olabilir-mi?

This excerpt from “Aklımda Kalanlar” by Prof. Dr. M. Yaşar Özden explores the concept of a new paradigm in education, suggesting it might be perceptionism. The author discusses how societal changes brought about by technological advancements, particularly the rise of artificial intelligence, are shifting the focus from knowing and doing to how we perceive information. The piece highlights the impact of the “post-truth” era and social media on learning, suggesting that individuals’ perceptions, shaped by these environments, are becoming the foundation for new forms of learning. It contrasts this emerging paradigm with established learning theories like behaviorism, cognitivism, and constructivism, arguing for a shift in how education approaches information in this rapidly evolving landscape.

Briefing Document: A New Paradigm in Education – Perceptionism

Source: Excerpts from “Eğitimde Yeni Paradigma: Algıcılık olabilir mi? New paradigm in education: Could it be perceptionism – Aklımda Kalanlar” by Prof. Dr. M. Yaşar Özden.

Date of Source: March 13, 2024

Author Background (from source): Prof. Dr. M. Yaşar Özden is a specialist in teacher education, distance education, multimedia applications on the internet, web design and programming, and currently focuses on Generative AI (GPT) applications in Education. He has a strong background in adapting curricula to online spaces and is recognized in science education and its impact on learning communities.

Main Themes:

• The Impact of Technological Advancements on Education: The source argues that rapid technological changes, particularly the rise of AI and the “post-truth” era, necessitate a fundamental shift in educational paradigms.
• The “Post-Truth” Era and its Educational Implications: The author highlights the significant impact of the post-truth era, characterized by the prevalence of emotional and personal beliefs over objective facts, on how information is consumed and perceived.
• The Emergence of “Perceptionism” as a New Learning Paradigm: The core argument is that the traditional learning theories (Behaviorism, Cognitivism, Constructivism) are insufficient to explain learning in the current digital and post-truth environment, proposing “Perceptionism” as a potential new paradigm.
• The Shifting Nature of Schools and Learning Environments: The concept of the traditional physical school is being replaced by distributed, digital learning environments, influenced by social media and AI tools.
• The Need for Critical Thinking and Media Literacy: The author emphasizes the critical importance of equipping students with skills to navigate misinformation, evaluate information critically, and identify manipulation in the post-truth landscape.

Most Important Ideas and Facts:

• Paradigm Shift is Inevitable: The author asserts that just as industrial revolutions led to changes in societal paradigms and consequently in education, the current technological revolution demands a new educational paradigm.
• From Knowing to Doing to Producing with AI: The author revises his earlier statement “Knowing is not enough, being able to do is necessary,” acknowledging that AI tools like ChatGPT and Google Gemini have taken over the “knowing” and much of the “doing.” The new emphasis is on individuals using this readily accessible information to produce.
• The Post-Truth Definition: The source provides a definition of “Post-truth”: “Post-truth, objektif gerçeklik ve gerçeklikle ilgili olguların, duygusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar” (Post-truth is a term that defines a situation where objective reality and facts related to reality are less influential than emotional and personal beliefs or ideological views). It also notes that the increase in information accessibility in the post-truth era is linked to a rise in information pollution, misinformation, and manipulation, exacerbated by social media.
• Social Media’s Role in Shaping Perception: The author highlights how social media facilitates the rapid spread of information, including fabricated “truths,” which can be difficult to control and can lead to the formation of new perceptions and potentially “non-learnings.”
• Perceptionism Defined: “Algıcılık (Perceptionism) yaklaşımında ise öğrenmeyi “algıdaki değişim” olarak tanımlayabiliriz.” (In the Perceptionism approach, we can define learning as “change in perception.”) This new paradigm suggests that learning in the post-truth environment is fundamentally shaped by perceptions formed within the social environment, independent of the individual.

1. Elements Influencing Learning in a Perceptionist Environment:Active Engagement: Being an active user of social networks.
2. Construction of Meaning: Individuals interpreting post-truth perceptions formed in the social environment through their own experiences and mental frameworks, integrating them into existing cognitive structures.
3. Social Interaction: Social interaction is acknowledged as important for co-constructing meaning, and in the context of the post-truth environment, it can enhance the learning experience of artificial realities.

• The “My School in the Cloud” Concept: The traditional school concept is being replaced by decentralized, digital learning environments (“My School in the Cloud”) on social media, without geographical constraints, where digital tools are widely used, and learning is time and place-independent.
• Shift from Knowledge Acquisition to Information Utilization for Production: Education is evolving towards individuals accessing information instantly through AI tools and using this information to become productive, rather than focusing on merely knowing or memorizing.
• Outdated Educational Practices: The author suggests that traditional methods like PowerPoint presentations and rote memorization for multiple-choice questions are no longer sufficient in this new paradigm.
• The Dual Nature of AI in Education: AI-powered environments have the potential for both beneficial and undesirable outcomes in education.

Key Takeaways for Educational Practice:

• Educators need to acknowledge the profound impact of the post-truth era and AI on how students perceive and learn.
• The focus of education must shift from knowledge transmission to developing critical thinking, media literacy, and the ability to evaluate information critically.
• Students need to be taught how to identify misinformation and manipulation in the digital environment.
• The potential of AI tools for positive educational uses needs to be explored and leveraged.
• Learning environments are becoming increasingly digital and decentralized, requiring new approaches to teaching and learning.
• The ability to utilize readily available information to produce new things is becoming more important than simply knowing facts.

Quotes:

• “Post-truth, objektif gerçeklik ve gerçeklikle ilgili olguların, duygusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar.” (Post-truth is a term that defines a situation where objective reality and facts related to reality are less influential than emotional and personal beliefs or ideological views.)
• “Post-truth dönemi, bilginin erişilebilirliğinin artmasıyla birlikte, bilgi kirliliği, yanlış bilgilendirme ve manipülasyonun da artmasıyla ilişkilendirilir.” (The post-truth period is associated with the increase in information pollution, misinformation, and manipulation as information accessibility increases.)
• “Sosyal medyanın etkisiyle, bilgi ve haberler hızla yayılabilir ve kontrol edilmesi zor olabilir, bu da post-truth ortamının yayılmasına katkıda bulunur.” (With the effect of social media, information and news can spread rapidly and be difficult to control, which contributes to the spread of the post-truth environment.)
• “Algıcılık (Perceptionism) yaklaşımında ise öğrenmeyi “algıdaki değişim” olarak tanımlayabiliriz.” (In the Perceptionism approach, we can define learning as “change in perception.”)
• “Bilmek yetmez, Yapabilmek gerekir, bilenler kusura bakmasın ChatGPT’yi (Google Gemini’yi vb.) işe aldık şeklinde oldu.” (It became “Knowing is not enough, being able to do is necessary, excuse those who know, we hired ChatGPT (Google Gemini etc.).”)
• “Artık bildiğimiz okul kavramının yerini “Benim Okulum Bulutta” kavramı almakta…” (Now the concept of school as we know it is being replaced by the concept of “My School in the Cloud”…)

This briefing document summarizes the central arguments and significant points presented in the provided source, emphasizing the author’s perspective on the need for a new educational paradigm (“Perceptionism”) in response to the technological advancements and the rise of the post-truth era.

Education in the Post-Truth Era: Understanding Perceptionism

Study Guide

This study guide is designed to help you review the concepts presented in the excerpt “Eğitimde Yeni Paradigma: Algıcılık olabilir mi? New paradigm in education: Could it be perceptionism – Aklımda Kalanlar” by Prof. Dr. M. Yaşar Özden. The excerpt explores the evolving landscape of education in the context of technological advancements, particularly artificial intelligence, and the emergence of a “post-truth” era, proposing “perceptionism” as a potential new paradigm for learning.

Key Concepts:

• Paradigm: A term used to describe a worldview, knowledge base, and a set of guidelines that determine how a group of people thinks and behaves within a specific time frame. Paradigms change in response to environmental shifts and the evolving meaning assigned to life.
• Industrial Revolutions: Significant historical periods marked by major technological and societal changes that have profoundly impacted life and consequently shifted existing paradigms.
• Technological Advancements: The rapid development of technologies like the Internet of Things, Web 3.0, Machine Learning, and Artificial Intelligence, which are creating new questions and possibilities in various aspects of life, including education.
• Shift in Skill Emphasis: The transition from simply knowing information to the necessity of being able to do things with that information, especially with the advent of tools like ChatGPT and Google Gemini.
• Post-Truth Era: A period where objective facts and reality are less influential in shaping public opinion and discourse than emotional appeals, personal beliefs, and ideological perspectives. This era is characterized by increased information pollution, misinformation, and manipulation, exacerbated by the rapid spread of information through social media.
• Perceptionism (Algıcılık): Proposed as a potential new paradigm in education, particularly relevant in the post-truth era. It is a philosophical and psychological approach that focuses on how individuals perceive, process, and interpret sensory information from their environment. It emphasizes the role of individual perception, influenced by social environment and the construction of meaning, as the basis for new learning.
• Perception: The process of processing and interpreting sensory information received from the external world through our sense organs. It allows us to notice and make sense of objects, events, sounds, smells, and tactile sensations.
• Evolution of Learning Theories: The excerpt traces the historical progression of dominant learning theories in response to changing paradigms:
• Behaviorism: Learning is defined by observable changes in behavior, assuming learning occurs independently of the individual if the environment and materials are well-designed. Individual differences and social interaction are secondary.
• Cognitivism: Learning is defined as a change in knowledge, comparing the mind to a computer that stores information in short-term and long-term memory. Knowledge is seen as the same for everyone, although personal differences exist, and social environment is acknowledged.
• Constructivism: Learning is defined as the construction of meaning, which is entirely individual and influenced by past knowledge and social environment. Social environment is emphasized as highly influential in meaning-making.
• Perceptionism: Learning is defined as a change in perception. New learning is fundamentally based on perceptions formed within the social environment, particularly in the post-truth context.
• Factors Influencing Learning in Perceptionism:Active Engagement: Active use of social networks.
• Construction of Meaning: Individuals interpret post-truth perceptions created in the social environment based on their own experiences and mental frameworks, integrating them into existing cognitive structures to form deeper understanding.
• Social Interaction: Accepted as important in learning, interaction with peers, teachers, and the wider community provides opportunities for collaborative meaning-making and increases exposure to artificial realities constructed in the post-truth environment.
• Challenges of the Post-Truth Era for Education: The potential for AI-supported environments to be used for harmful purposes, the erosion of critical thinking skills, the difficulty in accessing accurate information, and the encouragement of emotionally or ideologically driven decisions rather than evidence-based ones.
• Importance of Media Literacy and Critical Thinking: The need to equip students with the skills to think critically, evaluate information, identify misleading information, and recognize manipulation tactics in the post-truth era.
• “My School in the Cloud” (Benim Okulum Bulutta): The concept that the traditional idea of school is evolving into a paradigm where learning occurs in virtual environments, free from the constraints of physical location or time, utilizing various digital tools and AI. Learning shifts from knowing information to accessing it instantly and using it to produce.

Quiz

Answer the following questions in 2-3 sentences each.

1. What is a paradigm and why are paradigm shifts considered inevitable?
2. How have the industrial revolutions impacted educational paradigms?
3. According to the author, how has the emphasis in required skills shifted in the face of new technologies?
4. Define the “Post-Truth Era” as described in the excerpt.
5. How does the rise of social media contribute to the “Post-Truth Era”?
6. What is “Perceptionism” as proposed in the excerpt?
7. Briefly explain how learning is defined in the Behaviorist approach.
8. How does the Constructivist approach differ from Behaviorism and Cognitivism in defining learning?
9. What is the primary factor influencing learning in the Perceptionist approach?
10. Why is media literacy considered important for students in the context of the post-truth era and perceptionism?

Essay Format Questions

Consider the following questions for potential essay responses. Do not provide answers in this section.

1. Analyze and evaluate the author’s argument for “Perceptionism” as a new paradigm in education. How does it build upon or depart from previous learning theories like Behaviorism, Cognitivism, and Constructivism?
2. Discuss the implications of the “Post-Truth Era” and the increasing use of artificial intelligence on the role of the educator and the design of learning environments.
3. The author suggests that the traditional concept of “school” is evolving into “My School in the Cloud.” Explore the potential benefits and challenges of this shift towards digital and AI-supported learning environments.
4. How can educational systems effectively equip students with the critical thinking skills and media literacy necessary to navigate the information landscape of the post-truth era?
5. Examine the relationship between social interaction and the construction of meaning in the context of the proposed Perceptionist paradigm. How might social media and AI tools influence this interaction?

Glossary of Key Terms

• Paradigma: A term used to describe a worldview, knowledge base, and a set of guidelines that determine how a group of people thinks and behaves within a specific time frame.
• Endüstri Devrimleri (Industrial Revolutions): Significant historical periods marked by major technological and societal changes.
• Nesnelerin İnterneti (Internet of Things – IoT): The network of physical objects—”things”—that are embedded with sensors, software, and other technologies for the purpose of connecting and exchanging data with other devices and systems over the internet.
• WEB 3.0: The potential next phase of the internet, envisioned as a decentralized web powered by blockchain technology, artificial intelligence, and machine learning.
• Makina Öğrenmesi (Machine Learning): A type of artificial intelligence (AI) that allows software applications to become more accurate at predicting outcomes without being explicitly programmed to do so.
• Yapay Zeka (Artificial Intelligence – AI): The simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, and self-correction.
• Post-truth (Hakikat Sonrası Dönem): A situation where objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.
• Algıcılık (Perceptionism): A proposed new paradigm in education, particularly relevant in the post-truth era, that focuses on how individuals perceive, process, and interpret sensory information as the basis for new learning, heavily influenced by social environment.
• Algı (Perception): The process of processing and interpreting sensory information received from the external world through our sense organs, allowing us to notice and make sense of our surroundings.
• Davranışçı Yaklaşım (Behaviorism): A learning theory where learning is defined by observable changes in behavior, focusing on the environmental stimuli and behavioral responses.
• Bilişselci Yaklaşım (Cognitivism): A learning theory where learning is defined as a change in knowledge, focusing on mental processes like memory, problem-solving, and information processing.
• Oluşturmacı/Yapılandırmacı Yaklaşım (Constructivism): A learning theory where learning is defined as the construction of meaning, emphasizing the active role of learners in building their own understanding based on experiences and interactions.
• Aktif Katılım (Active Engagement): Actively participating in activities, particularly in the context of social networks in the Perceptionist paradigm.
• Anlamın İnşası (Construction of Meaning): The process by which individuals build their own understanding and interpretation of information, influenced by prior knowledge and experiences.
• Sosyal Etkileşim (Social Interaction): The way people communicate and interact with each other, considered important for collaborative learning and meaning-making in the proposed paradigms.
• Medya Okuryazarlığı (Media Literacy): The ability to access, analyze, evaluate, and create media in a variety of forms.

Quiz Answer Key

1. A paradigm is a worldview and knowledge base that determines how a group of people thinks and behaves within a specific time frame. Paradigm shifts are considered inevitable because they occur in response to changes in the environment and how people assign meaning to their experiences.
2. The industrial revolutions have profoundly impacted life through technological and production changes, leading to necessary changes in human profiles and consequently bringing about corresponding changes in education and teaching paradigms.
3. The author suggests that the emphasis has shifted from simply knowing information to needing to be able to do things with that information, especially now that AI tools can instantly access knowledge.
4. The Post-Truth Era is a period where objective facts are less influential than emotions, personal beliefs, and ideological views in shaping public opinion and discourse.
5. Social media contributes to the Post-Truth Era by facilitating the rapid spread of information, including misinformation and manipulation, which can be difficult to control and can quickly create and propagate new “realities” or perceptions.
6. Perceptionism is a proposed new paradigm in education, particularly for the post-truth era, that suggests learning is defined as a change in perception, heavily influenced by the social environment and the construction of artificial realities.
7. In the Behaviorist approach, learning is defined by observable changes in an individual’s behavior, assuming that learning will occur independently of the individual if the learning environment and materials are well-designed.
8. Constructivism differs by defining learning as the individual construction of meaning, which is unique to each person and heavily influenced by their past knowledge and social environment, whereas Behaviorism focuses on observable behavior and Cognitivism on internal knowledge storage.
9. The primary factor influencing learning in the Perceptionist approach is the change in perception, which is shaped by the social environment and the constructed realities within it, particularly in the post-truth context.
10. Media literacy is considered important for students in the post-truth era and the context of perceptionism because it equips them with the skills to critically evaluate information, discern accurate information from misinformation, and recognize manipulation tactics prevalent in the current information landscape.

 

 

AI Competency Framework for Teachers* – Summary

Nisan 27, 2025

Prof. Dr. M. Yaşar Özden

* You can use this framework for any target group/topic area where artificial intelligence is used.

The AI Competency Framework for Teachers highlights three key dimensions of AI in education: Learning with AI, Learning from AI, and Learning AI.

• Learning with AI refers to using AI-powered tools like adaptive learning platforms and chatbots to enhance student engagement and personalize learning experiences.

• Learning from AI involves leveraging AI-driven analytics to assess student performance, improve teaching strategies, and make data-informed decisions.

• Learning AI focuses on understanding AI technologies, ethical considerations, and teaching students about AI concepts such as machine learning and algorithms.

At the intersection of these three dimensions is the AI Competent Teacher (AICT)—a teacher who effectively integrates AI into teaching, learns from AI insights, and educates students about AI. This framework ensures educators are prepared to navigate AI-driven education, fostering both AI literacy and innovative teaching practices.

 

Özel GPT kullanarak neler yapılabilir?

Nisan 7, 2025

İlk örnek olarak “Eğitimde Üretken Yapay Zeka Kullanımı” konusunda UNESCO ve APRU raporlarını baz alan bir özel GPT hazırladım. Aşağıdaki resme tıklayarak kullanabilirsiniz.

Eğitimde Üretken Yapay Zeka Kullanımı konusunda merak ettiğiniz sorulara bu GPT kaynaklarına bağlı kalarak cevap verecektir.

Bu GPT ayrıca görselde oluşturabilmektedir. Eğer aşağıdaki promptu kullanacak olursanız;
“Her adım için basit anlatım kullanarak eğitimde üretken yapay zekanın nasıl kullanılacağını gösteren altı panelli bir çizgi roman sayfası resmi oluşturun”

Sizde benzeri promptlar kullanarak farklı görseller oluşturabiliriniz.

Benzeri yöntemi kullanarak belirli bir konuda özel GPT’ler oluşturup hedef kitlenizle paylaşabilirsiniz. Ben örnek olarak “Genel Biyoloji 101” dersi için bir özel GPT oluşturdum. Aşağıdaki resme tıklayarak kullanabilirsniz.

Aşağıdaki promptu girecek olusanız;
“Hücre yapısıyla ilgili bana çoktan seçmeli, doğru yanlış, doldurmalı,, sürükle bırak olacak sekilde pratik problemler verebilir misin?”

Prompt: hücre organellerini gösteren üç boyutlu bir imaj oluşturabilir misin?

Prompt: “Her adım için basit bir anlatım kullanarak genel biyolojinin nasıl öğrenileceğini gösteren altı panelden oluşan bir çizgi roman sayfası resmi oluştur.”

Bu tür işlemleri yapınca hızımı alamadım birde etkileşimli sürükle bırak uygulaması yapamayı istedim sonuç aşağıda;

Sonuç olarak, herhangi bir konuda oluşturulan bir özel GPT’yi baz alarak yukarıda örneklerini paylaştığım türde etkileşimli materyaller hazırlamak mümkün. Bu işi yaparken sadece ChatGPT ve Visual Studio Code kullandım. Materyali PWA olarak yayınlamak içinse ders sitemin kaynaklarını kullandım (https://benimokulumbulutta.online ) .

“Bilmek yetmez, yapabilmek gerekir. bilenler kusura bakmasın ChatGPT’yi işe aldık” diyerek bitireyim.

Prof. Miller’s Lecture Notes: Photoelectric Effect

Mart 12, 2025

OpenAI Edu tarafından duyurulan yeni bir paylaşımı çok faydalı bulduğum için paylaştım. İlgili sayfa için aşağıdaki ekran görüntüsüne tıklayabilirsiniz.

Bu örnekte ders sırasında çekilen bir karatahta görüntüsü üzerinden yapılabilecekler anlatılmış. Aslında hikaye ChatGPT promptunda gizli;

“Profesör Miller’ın fizik derslerine geç kaldım ve dersin bu kısmını kaçırdım. Bana bunu açıklayabilir misiniz?”

Prof. Miller’in Fizik Ders Notları

Ağanın eli tutulmaz diyerek Yapay Zeka kullanarak ben neler yapabilirim diye yola çıkınca önce bir podcast yaptım bu başlık için;

Sonra hazır başlamışken daha neler yapabilirim diye uğraşınca ortaya bayağı detaylı bir doküman çıktı.

Prof. Miller’s Lecture Notes: Photoelectric Effect

Professor Miller’s lecture notes on the photoelectric effect are presented on a chalkboard. The notes describe the phenomenon where light incident on a material can eject electrons, detailing key concepts like photons, their energy (E=hf), and the work function (Φ). The relationship between kinetic energy of emitted electrons (Kmax) and the frequency of light is also illustrated with a graph, showing the threshold frequency and stopping potential.

Briefing Document

This briefing document summarizes the main themes, important ideas, and key formulas presented in the provided image of Professor Miller’s lecture notes. The notes primarily focus on the photoelectric effect, its theoretical explanation using photons, and related graphical representations.

Main Themes:

1. The Photoelectric Effect: The notes clearly define and describe the photoelectric effect, highlighting the emission of electrons from a metal surface when light shines on it.

• “The Photoelectric Effect: Light shines on metal surface -> electrons are emitted.”
• The notes emphasize that the kinetic energy of the emitted electrons depends on the frequency (and therefore energy) of the incident light, not its intensity.
• “K.E. of emitted e- depends on frequency of light (not intensity).”
• The existence of a threshold frequency (f₀) below which no electrons are emitted, regardless of intensity, is a crucial point.
• “There exists a threshold frequency (f₀) below which no electrons are emitted (regardless of intensity).”

1. Einstein’s Photon Model: The lecture introduces Einstein’s explanation of the photoelectric effect, which posits that light consists of discrete packets of energy called photons.

• “Einstein’s Photon Model: Light consists of photons (packets of energy).”
• The energy of a photon (E) is directly proportional to its frequency (f), with Planck’s constant (h) as the constant of proportionality.
• “Photon energy: E = hf”
• This model explains the threshold frequency by stating that a minimum amount of energy (work function, Φ) is required to eject an electron from the metal surface.
• “Work function: Φ = hf₀ = minimum energy needed to eject e-“

1. The Photoelectric Equation: The notes present the fundamental equation governing the photoelectric effect, relating the kinetic energy of emitted electrons to the photon energy and the work function.

• “K.E.max = hf – Φ”
• This equation underscores the linear relationship between the maximum kinetic energy of the emitted electrons and the frequency of the incident light.

1. Graphical Representation of the Photoelectric Effect: The lecture uses a graph of stopping potential (Vs) versus frequency (f) to illustrate the key relationships.

• The graph shows a linear relationship with a positive slope.
• “Stopping Potential vs. Frequency (f)” is the title of the graph.
• The slope of the graph is related to Planck’s constant divided by the elementary charge (e).
• “Slope = h/e”
• The x-intercept of the graph represents the threshold frequency (f₀).
• “x-intercept = f₀”
• The y-intercept (extrapolated) is related to the negative of the work function divided by the elementary charge (-Φ/e).
• “y-intercept = -Φ/e”

1. Stopping Potential: The concept of stopping potential (Vs) is introduced as the potential difference required to stop the most energetic emitted electrons.

• “Stopping Potential (Vs): Potential needed to stop the most energetic e-.”
• The relationship between stopping potential and maximum kinetic energy is given as:
• “eVs = K.E.max”

1. Important Notes and Observations: The notes also include key observations and implications of the photoelectric effect.

• “Note: The increased intensity means more photons (higher current), but not higher energy (K.E.max).” This reinforces the idea that intensity affects the number of emitted electrons (current), while frequency affects their kinetic energy.
• “The theory shows that light behaves like particles (photons) in this case.” This highlights the wave-particle duality of light.
• “Light interacts with matter and transfers energy in discrete packets (quanta).” This emphasizes the quantized nature of light energy transfer.

Most Important Ideas and Facts:

• The photoelectric effect demonstrates that light can behave as particles (photons) with discrete energy packets.
• The energy of a photon is directly proportional to its frequency (E = hf).
• A minimum energy (work function, Φ) is required to eject an electron from a metal surface.
• The maximum kinetic energy of emitted electrons depends linearly on the frequency of incident light (K.E.max = hf – Φ).
• There exists a threshold frequency below which no photoelectrons are emitted, regardless of light intensity.
• Light intensity affects the number of emitted electrons (photocurrent) but not their maximum kinetic energy.
• The stopping potential is a measure of the maximum kinetic energy of the emitted electrons (eVs = K.E.max).
• Graphical analysis of stopping potential versus frequency provides a way to determine Planck’s constant, the work function, and the threshold frequency.

Quotes from Original Sources:

• “The Photoelectric Effect: Light shines on metal surface -> electrons are emitted.”
• “K.E. of emitted e- depends on frequency of light (not intensity).”
• “There exists a threshold frequency (f₀) below which no electrons are emitted (regardless of intensity).”
• “Einstein’s Photon Model: Light consists of photons (packets of energy).”
• “Photon energy: E = hf”
• “Work function: Φ = hf₀ = minimum energy needed to eject e-“
• “K.E.max = hf – Φ”
• “Stopping Potential (Vs): Potential needed to stop the most energetic e-.”
• “eVs = K.E.max”
• “Note: The increased intensity means more photons (higher current), but not higher energy (K.E.max).”
• “The theory shows that light behaves like particles (photons) in this case.”
• “Light interacts with matter and transfers energy in discrete packets (quanta).”
• “Stopping Potential vs. Frequency (f)” (Graph title)
• “Slope = h/e” (Graph characteristic)
• “x-intercept = f₀” (Graph characteristic)
• “y-intercept = -Φ/e” (Graph characteristic)

This briefing document provides a concise overview of the key concepts related to the photoelectric effect as presented in Professor Miller’s lecture notes. The notes effectively combine definitions, theoretical explanations, mathematical formulas, and graphical representations to convey a comprehensive understanding of this fundamental phenomenon in physics.

Quantum Physics Review Guide

Quiz

1. Describe the photoelectric effect in your own words. What key observation about the emitted electrons puzzled classical physicists?
2. According to the notes, what is the relationship between the energy of a photon and its frequency? Write down the relevant equation and identify each variable.
3. What does the work function (Φ) represent in the context of the photoelectric effect? How does it relate to the kinetic energy of emitted electrons?
4. Explain the concept of the threshold frequency (f₀). What happens if the frequency of incident light is below this threshold?
5. Describe the relationship depicted in the “Photoelectric Effect Graph.” What do the x-axis and y-axis represent, and what is the significance of the slope?
6. What does the stopping potential (V_s) signify in a photoelectric effect experiment? How is it related to the maximum kinetic energy of the emitted electrons?
7. According to the “Millikan’s Oil Drop Experiment” notes, what two forces were balanced on the charged oil drop? What was the purpose of this experiment?
8. What is the fundamental charge of an electron, as determined by Millikan’s oil drop experiment (as shown in the notes)? What symbol is used to represent this charge?
9. Explain the concept of quantization of charge as evidenced by Millikan’s experiment. Why was this a significant finding?
10. According to the notes on “Classical Theory vs. Observation,” what was the classical prediction regarding the intensity of light and the kinetic energy of emitted electrons in the photoelectric effect? How did experimental observations contradict this prediction?

Quiz Answer Key

1. The photoelectric effect is the phenomenon where electrons are emitted from a material’s surface when light of a sufficient frequency shines on it. Classical physics expected that the kinetic energy of emitted electrons would depend on the intensity of the light, but observations showed it depended on the frequency.
2. The energy of a photon is directly proportional to its frequency. The equation is E = hf, where E is the photon energy, h is Planck’s constant, and f is the frequency.
3. The work function (Φ) is the minimum energy required to remove an electron from the surface of a particular metal. The maximum kinetic energy (K_max) of the emitted electrons is equal to the photon energy minus the work function: K_max = hf – Φ.
4. The threshold frequency (f₀) is the minimum frequency of incident light required to eject electrons from a metal surface. If the frequency of light is below f₀, no electrons will be emitted, regardless of the light’s intensity.
5. The “Photoelectric Effect Graph” plots the stopping potential (V_s) on the y-axis against the frequency (f) of the incident light on the x-axis. The slope of this graph is Planck’s constant (h/e), and the x-intercept represents the threshold frequency (f₀).
6. The stopping potential (V_s) is the reverse voltage required to stop the most energetic emitted electrons from reaching the collector in a photoelectric effect experiment. The maximum kinetic energy of the emitted electrons is related to the stopping potential by the equation K_max = eV_s, where e is the elementary charge.
7. In Millikan’s oil drop experiment, the electric force (due to the electric field applied between the plates) and the gravitational force were balanced on a charged oil drop. The purpose of this experiment was to determine the fundamental unit of electric charge (the charge of a single electron).
8. According to the notes, the fundamental charge of an electron (e) is approximately 1.602 x 10⁻¹⁹ Coulombs. The symbol used to represent this charge is ‘e’.
9. Millikan’s experiment showed that the charge on each oil drop was always a whole number multiple of the elementary charge (e). This demonstrated that electric charge is quantized, meaning it exists in discrete units rather than continuous amounts.
10. Classical theory predicted that the kinetic energy of emitted electrons in the photoelectric effect should increase with the intensity of the incident light and that electrons should be emitted regardless of the frequency, provided the light was intense enough. Observations showed that kinetic energy depended on frequency, and there was a threshold frequency below which no electrons were emitted.

Essay Format Questions

1. Discuss the significance of the photoelectric effect experiment in the development of quantum mechanics. How did it challenge classical wave theory of light, and what key concepts were introduced to explain the observed phenomena?
2. Explain the principles behind Millikan’s oil drop experiment and how the results of this experiment provided crucial evidence for the quantization of electric charge. Discuss the implications of this finding for our understanding of matter and electricity.
3. Compare and contrast the predictions of classical physics and the experimental observations of the photoelectric effect. Analyze the shortcomings of classical theory in explaining this phenomenon and how Einstein’s explanation resolved these discrepancies.
4. Describe the relationship between photon energy, work function, and the kinetic energy of emitted electrons in the photoelectric effect. Explain how the concepts of threshold frequency and stopping potential are related to these quantities and how they can be experimentally determined.
5. Discuss the impact of the photoelectric effect and the quantization of charge on subsequent developments in physics. How did these discoveries pave the way for further understanding of atomic structure and the behavior of light and matter at the quantum level?

Glossary of Key Terms

• Photoelectric Effect: The emission of electrons from a material when light of a sufficient frequency shines on it.
• Photon: A quantum of electromagnetic radiation, considered as a discrete packet of energy that behaves like a particle. Its energy is proportional to its frequency (E = hf).
• Work Function (Φ): The minimum amount of energy required to remove an electron from the surface of a particular solid material.
• Threshold Frequency (f₀): The minimum frequency of incident light that can cause photoemission of electrons from a given metal surface. Light with a frequency below this value will not eject electrons, regardless of its intensity.
• Planck’s Constant (h): A fundamental physical constant that relates the energy of a photon to its frequency. Its approximate value is 6.626 x 10⁻³⁴ joule-seconds.
• Kinetic Energy (K_max): The energy of motion of the emitted electrons in the photoelectric effect. The maximum kinetic energy is given by K_max = hf – Φ.
• Stopping Potential (V_s): The minimum retarding potential applied to the collector plate in a photoelectric effect experiment that is just sufficient to stop the most energetic emitted electrons from reaching it. It is related to the maximum kinetic energy by K_max = eV_s.
• Elementary Charge (e): The magnitude of the electric charge carried by a single proton or electron. Its approximate value is 1.602 x 10⁻¹⁹ Coulombs.
• Quantization of Charge: The principle that electric charge exists only in discrete integer multiples of the elementary charge.
• Millikan’s Oil Drop Experiment: A classic physics experiment performed by Robert Millikan and Harvey Fletcher in 1909 to determine the elementary electric charge (the charge of the electron).

Frequently Asked Questions

Q1: What is the photoelectric effect, as described in the lecture notes?

The photoelectric effect is a phenomenon where electrons are emitted from a material’s surface (typically a metal) when light of sufficient frequency shines on it. The lecture notes highlight that this effect demonstrates that light can behave as particles (photons), where the energy of each photon is proportional to its frequency. The key aspects mentioned are the incident light causing electron ejection and the dependence on the light’s frequency, not just its intensity.

Q2: How is the energy of a photon related to its frequency and wavelength, according to the lecture notes?

The lecture notes provide the fundamental equation relating a photon’s energy (E) to its frequency (f): E = hf, where ‘h’ is Planck’s constant. Additionally, since the speed of light (c) is related to frequency and wavelength (λ) by c = fλ, the energy of a photon can also be expressed in terms of wavelength as E = hc/λ. These equations are central to understanding the quantum nature of light and its interaction with matter in the photoelectric effect.

Q3: What is the work function (Φ) of a metal in the context of the photoelectric effect?

The work function (Φ) is the minimum energy required to remove an electron from the surface of a particular metal. It’s an intrinsic property of the material. In the context of the photoelectric effect, a photon must have energy (hf) equal to or greater than the work function for an electron to be ejected. Any excess energy beyond the work function will be transferred to the emitted electron as kinetic energy.

Q4: How is the maximum kinetic energy (K.E.max) of the emitted electrons related to the incident light’s frequency and the metal’s work function?

The lecture notes present Einstein’s photoelectric equation: K.E.max = hf – Φ. This equation states that the maximum kinetic energy of the emitted electrons is equal to the energy of the incident photon (hf) minus the work function (Φ) of the metal. This implies that there is a threshold frequency (f₀ = Φ/h) below which no electrons will be emitted, regardless of the light’s intensity. Above this threshold, the kinetic energy of the emitted electrons increases linearly with the frequency of the incident light.

Q5: What does the provided graph likely represent in the context of the photoelectric effect?

The sketch of a graph with axes labeled “V_stop” (stopping potential) on the y-axis and “f” (frequency) on the x-axis, showing a straight line with a positive slope and a y-intercept on the negative y-axis, likely represents the relationship between the stopping potential required to halt the emitted electrons and the frequency of the incident light. The slope of this graph is equal to h/e (Planck’s constant divided by the elementary charge), and the x-intercept represents the threshold frequency (f₀), while the y-intercept (when extrapolated) relates to the work function (Φ = -eV₀, where V₀ is the stopping potential at zero frequency).

Q6: What is the significance of the stopping potential (V_stop) in a photoelectric effect experiment?

The stopping potential (V_stop) is the minimum reverse potential difference applied between the anode and cathode in a photoelectric effect experiment that is just sufficient to stop the most energetic emitted electrons from reaching the anode, causing the photocurrent to drop to zero. The kinetic energy of the most energetic electrons (K.E.max) is related to the stopping potential by the equation K.E.max = eV_stop, where ‘e’ is the elementary charge. Measuring the stopping potential for different frequencies of incident light allows for the determination of Planck’s constant and the work function of the material.

Q7: According to the notes, what was a classical expectation about the photoelectric effect that was contradicted by experimental observations?

The lecture notes mention that classically, it was expected that the kinetic energy of the emitted electrons should increase with the intensity (brightness) of the incident light. However, experiments showed that the kinetic energy of the emitted electrons depends on the frequency of the light, not its intensity. Increasing the intensity only increases the number of emitted electrons (and thus the photocurrent), but not their maximum kinetic energy. This discrepancy between classical predictions and experimental results was a key reason for the development of the quantum theory of light.

Q8: What key takeaway message about the nature of light is emphasized by the photoelectric effect, as suggested by the lecture notes?

The photoelectric effect strongly supports the idea that light has a dual nature, exhibiting both wave-like and particle-like properties. While phenomena like diffraction and interference are explained by the wave nature of light, the photoelectric effect can only be adequately explained by considering light as consisting of discrete packets of energy called photons. The energy of these photons is quantized and directly proportional to the frequency of the light, demonstrating the particle aspect of electromagnetic radiation.

İşin içine Yapay Zeka araçları girince öğrenciler iyi ki derse girmemişim mi? diyecekler bundan sonra. 

 

Interactive animations for middle school physics

Mart 9, 2025

Ortaokul fizik dersi için animasyon hazırlama

Yapay Zeka konusundaki ilerlemeler bizleri şaşırtmaya devam ediyor. Yukarıdaki başlığı Manus sitesindeki örnek uygulamlardan aldım. Bana ilginç gelen tarafı sadece “prompt” yazarak;

I am a middle school physics teacher preparing to teach the law of conservation of momentum. Could you create a series of clear and accurate demonstration animations and organize them into a simple presentation html?

Evet, yukarıdaki prompt sayesinde üretilen etkileşimli materayalin çalışır halini görmek için aşağıdaki bağlantıya bakabilirsiniz;
Conservation of Momentum – HTML Structure

Prompt çalışırken ise;

Hadi hayırlısı, kaybolacak meslekler konusunda tahmin yapmak isteyenler?

eğitim ve araştırmada üretken yapay zekaEtkileşimli materyal tasarımıÜretken Yapay ZekaYapay ZekaYapay Zeka kullanarak Etkileşimli animasyon tasarımı

Artificial Intelligence in the Surreal Era and Its Reflections on Education

 Artificial Intelligence in the Surreal Era and Its Reflections on Education

Mart 2, 2025

Listen to the the audio file

Geçen yıl 7 mart 2024 tarihinde “GAZI ÜNIVERSITESI EGITIM BILIMLERI ENSTITÜSÜ”nün davetlisi olarak yapmış olduğum “Gerçeküstü Dönemde Yapay Zeka ve Eğitime Yansımaları” online videoya aşağıdaki bağlantıdan erişilebiliyor. Aynı konuşmayı Yapay Zeka araçlarıyla tekrar gözden geçirince bu doküman oluştu, faydası olabilir diye paylaşıyorum. 🙂

Abstract

The transcript captures a presentation and subsequent discussion focusing on the intersection of artificial intelligence (AI) and education. It begins with introductory remarks and welcomes participants before transitioning to a discussion about the evolving landscape of knowledge and skills in the age of AI.

Introduction

The presenter, M. Yasar Ozden, discusses the shift from simply knowing to being able to apply knowledge, emphasizing the impact of AI on learning and teaching methodologies. Ozden then describes the evolution from Web 1.0 to Web 3.0, and highlights the potential benefits and ethical concerns surrounding AI in education, and suggests that new educational philosophies, like “perceptualize” may be necessary. The conversation then shifts to the societal impact of AI, including manipulation, and the necessity of developing critical thinking and media literacy skills. Finally, it touches upon the future of education and the need to adapt to the changing landscape brought about by AI.

How do artificial intelligence and post-truth impact education and learning paradigms overall?

Artificial intelligence (AI) and the “post-truth” era have significant implications for education and learning paradigms.

Impact of AI on Education:

Efficiency and Accessibility: AI can reduce costs, change teaching methods, and help create information. It also makes accessing information easier, although this might be a disadvantage.

Teachers’ roles: With AI, teachers can access various resources and become more productive.

Personalized Learning: AI facilitates personalized learning and custom education management.

New Skills: There is a need to shift from merely knowing to doing, which is crucial with the rise of AI tools like Gemini and ChatGPT.

The end of traditional education: Because of AI, the traditional industrial revolution-era school system is ending. The concept of universities is evolving towards online and technology-driven environments.

AI and Assessment: AI can detect plagiarism, as demonstrated by a law student being penalized for using AI on an exam.

Post-Truth Era and Education:

Definition: The “post-truth” era is characterized by a disconnect between objective reality and personal beliefs, where feelings and ideologies বেশি influence public opinion.

Challenges: This era brings challenges like increased misinformation, manipulation, and difficulty in controlling the rapid spread of information.

The need for critical thinking: Education should equip students with critical thinking skills to evaluate information and resist manipulation.

Media Literacy: It is important to teach students about media literacy, how to question information, and how to identify manipulation so they can recognize post-truth tactics and use critical thinking skills to get to the correct information.

Shifting Learning Paradigms:

From Behaviorism to Perceptionism: The traditional learning models are cognitivism, constructivism, and behaviorism, but a new paradigm of “Perceptionism” is emerging. Perceptionism emphasizes the impact of social media and created perceptions on our understanding.

The Role of Social Environment: Learning is shaped by the social environment in the age of perceptionism, which is a move away from constructivism’s focus on social interaction.

The importance of tacit knowledge: Tacit knowledge, which is information that people put together based on what they have seen around them, is very important. The current education system focuses on students passively receiving information.

Rethinking Education: The educational system needs a radical change to prioritize practical application and problem-solving skills over theoretical knowledge.

In summary, AI and the post-truth era necessitate a shift in education towards critical thinking, media literacy, and practical skills. The emerging paradigm of Perceptionism highlights the role of social environments and constructed perceptions in shaping learning.

What factors shape our perceptions, according to perceptionism?

According to perceptionism, several factors shape our perceptions. These include:

Individual Experience Perceptionism considers individual experience important.

Structural Function Structural function influences perception.

Meaning-Making Perceptionism emphasizes meaning-making.

Subjectivity Subjectivity is a key aspect of perceptionism.

Contextual Dependence Perception is dependent on the situation.

Social environment Our learning is shaped by the social environment.

The influence of social media Social media and the perceptions it creates have an impact on what is known.

What dangers exist in the post-truth era?

In the post-truth era, several dangers exist, primarily revolving around the manipulation and distortion of information. These dangers include:

Increased Misinformation and Manipulation The post-truth era is characterized by increased misinformation, manipulation, and the rapid spread of information that is difficult to control. This can lead to skewed perceptions and a detachment from objective reality.

Erosion of Trust in Objective Reality: In a post-truth environment, objective facts and reality become less influential than personal beliefs, feelings, and ideological views. This can result in people forming opinions and making decisions based on manipulated information rather than verified facts.

Challenges to Education: The post-truth era poses a significant challenge to education because it emphasizes emotional and ideological manipulation over accurate information. Education is meant to help students think critically, get to information that is open and correct, and make choices based on facts, but the post-truth era goes against these goals.

Exploitation via Social Media: Social media plays a significant role in creating beliefs and influencing learning in the post-truth era. The rapid spread of information through social media platforms can lead to the widespread acceptance of misinformation and the manipulation of public opinion. Cambridge Analytica, for example, used Facebook data to influence people’s opinions.

Algorithmic Manipulation: Algorithms can analyze people’s preferences and behaviors to influence their perceptions. The amount of data needed to understand and influence a person’s preferences is surprisingly small; as few as 300 “likes” can enable a computer to know a person better than their spouse.

The blending of AI and disinformation: AI tools can generate false information, increasing the amount of “noise” people must sift through to find reliable sources. AI can also be used to create deepfakes and other forms of manipulated media that blur the line between reality and fiction.

What defines perceptionism’s educational approach?

Perceptionism’s educational approach is defined by its focus on how individuals perceive, process, and interpret sensory information from their environment. It emphasizes that learning is a change in perception and acknowledges the significant influence of the social environment on shaping our understanding.

Key aspects defining perceptionism’s educational approach include:

Emphasis on Algorithmic Thinking: Perceptionism values algorithmic thinking as highly important and related to scientific thought.

Influence of the Social Environment: Perceptionism recognizes that the social environment shapes our learning. Unlike constructivism, which focuses on social interaction, perceptionism highlights how the social environment directly forms our learning processes.

Critique of Traditional Learning Theories: Perceptionism emerges as a new educational stream, potentially replacing constructivism. It recognizes the significant impact of social media and the perceptions it creates on what is known.

Awareness of the Post-Truth Era: Perceptionism acknowledges the challenges posed by the post-truth era, where objective reality is less influential than personal beliefs and ideologies. In this environment, the proliferation of misinformation and manipulation can significantly impact individuals’ perceptions and learning outcomes.

Focus on adapting to change: With AI creating rapid change, people need to quickly adapt..

In essence, perceptionism in education underscores the need to understand how learners perceive and interpret information, especially considering the powerful influence of social environments and the challenges of the post-truth era.

What changes followed Google’s arrival, according to Ozden?

According to Ozden, the arrival of Google brought about significant changes, notably shifting the focus from merely knowing information to being able to apply it. This shift is crucial because, with tools like Gemini and ChatGPT, students can easily access information. The emphasis, therefore, needs to be on the ability to do things with that information.

Here’s a breakdown of the changes that followed Google’s arrival, according to Ozden:

Knowing is not enough: The saying “Bilmek yetmez yapabilmek gerekir” which translates to “Knowing is not enough, you must be able to do” became very important. People started giving each other a hard time because the era of just knowing things was over.

Google was hired, then fired: Google was initially valued, but with the advent of AI, it has been “fired,” implying its role has diminished.

A shift to Artificial Intelligence: The rise of AI has changed the landscape.

How did web3.0 impact education?

According to the source, Web3.0 has several potential impacts on education. These include:

Reduced costs: Web3.0 can reduce the expense of independently carrying out tasks.

Changes in teaching: Web3.0 can lead to changes in teaching methodologies.

Improved access to resources: Teachers can access various resources, potentially increasing their productivity.

Time savings for students: Students may spend less time gathering and integrating information. However, the source questions whether this is actually an advantage.

The end of search engines: The rise of tools like ChatGPT and Gemini means that the search engine era is ending.

Personalized Learning: Web3.0 facilitates customized learning and education management.

AI-driven services: Web 3.0 uses AI-driven services.

Decentralized data architecture: Web 3.0 uses a decentralized data architecture.

However, the source also notes potential issues:

Over-reliance on pre-synthesized information: Giving students pre-synthesized information might be a problem.

Information labeling: There are some problems with labeling information.

Ethical concerns: There are ethical concerns related to information security, privacy, and censorship.

What dangers arise from “post-truth” and AI?

Drawing from the sources, “post-truth” and artificial intelligence (AI) present several dangers, especially concerning manipulation, reliability, and ethical considerations.

Key dangers arising from the combination of “post-truth” and AI:

Increased Misinformation and Manipulation:

The “post-truth” era is defined by more misinformation and manipulation.

The fast spread of information becomes harder to control.

Erosion of Trust in Objective Reality:

Objective facts become less important than personal feelings and beliefs.

People might form opinions based on manipulated information instead of facts.

Challenges to Education:

The “post-truth” era goes against the goal of education, which is to help students think critically and use correct information.

It emphasizes emotional and ideological manipulation instead of accurate information.

Exploitation via Social Media:

Social media shapes beliefs and impacts learning in the “post-truth” era.

Misinformation spreads quickly through social media, which can manipulate public opinion.

Cambridge Analytica used Facebook data to influence people’s opinions.

Algorithmic Manipulation:

Algorithms analyze preferences and behaviors to influence perceptions.

A computer can know a person better than their spouse with as few as 300 “likes”.

The blending of AI and disinformation:

AI tools can create false information, increasing the amount of “noise” people must sift through to find reliable sources.

AI can also be used to create deepfakes and other forms of manipulated media that blur the line between reality and fiction.

Ethical Concerns:

Sharing information can create ethical issues.

These include problems related to censorship, information security, and privacy.

Unreliable Information:

AI tools can generate incorrect references.

It is important to verify information obtained from AI tools using multiple sources.

What key changes characterize the 5th industrial revolution?

The fifth industrial revolution brings about key changes including the rise of carbon-based computers, the emergence of recombinant humans, and the potential development of new human species like homo artificial or homo hybrid.

Here are additional changes that characterize the 5th industrial revolution:

Shift to Carbon-Based Computing: The move from silicon-based to carbon-based computers marks a significant advancement. The speaker suggests that the surprise of the 5th industrial revolution will be the arrival of carbon-based computers.

Emergence of New Human Types: With advancements in technology, there is a possibility of new human species evolving, such as “homo artificial” or “homo hybrid”.

Integration of AI and Telepathy: Neuralink, Elon Musk’s company, is developing chips that can be implanted in the brain for purposes such as memory transfer and potentially consciousness transfer. This technology aims to address spinal disorders and explore the possibility of memory transfer.

AI-Driven Services: Web3.0, is characterized by AI-driven services.

Focus on Biotechnology: There is a growing emphasis on biology, which may lead to breakthroughs such as carbon-based computers and new human species.

Redefinition of Learning: There is a shift from traditional learning methods to approaches that emphasize adaptation, algorithmic thinking, and practical application of knowledge.

New role for humans: The speaker suggests the need to reconsider traditional education systems and adapt to a future where technology plays a more central role. The speaker references the idea of a “hobot,” a human-robot hybrid, and questions whether this represents the end of human evolution.

What defines algıcılık (perceptionism) in education?

Algıcılık (perceptionism) in education is defined by its focus on how individuals perceive, process, and interpret sensory information from their environment, emphasizing that learning is a change in perception and acknowledging the significant influence of the social environment on shaping our understanding.

Key aspects that define perceptionism’s approach in education:

Emphasis on Algorithmic Thinking: Algorithmic thinking is valued as highly important and related to scientific thought. Algorithmic thinking and scientific thought are closely related.

Influence of the Social Environment: The social environment shapes our learning. Unlike constructivism, which focuses on social interaction, perceptionism highlights how the social environment directly forms our learning processes.

Focus on adapting to change: With AI creating rapid change, people need to quickly adapt.

Awareness of the Post-Truth Era: Perceptionism acknowledges the challenges posed by the post-truth era, where objective reality is less influential than personal beliefs and ideologies. In this environment, the proliferation of misinformation and manipulation can significantly impact individuals’ perceptions and learning outcomes.

Critique of Traditional Learning Theories: Perceptionism emerges as a new educational stream, potentially replacing constructivism. It recognizes the significant impact of social media and the perceptions it creates on what is known.

The importance of application: In light of readily available information, perceptionism places importance on applying information.

Recognizing the influence of social media: Social media and the perceptions it creates have an impact on what is known. Social media plays a role in forming perceptions and facilitating learning.

Addresses manipulation: Perceptionism seeks to address the manipulation and deviation from truth in the “post-truth” era.

In essence, perceptionism in education underscores the need to understand how learners perceive and interpret information, especially considering the powerful influence of social environments and the challenges of the post-truth era.

What advantages might web3.0 offer education?

Web3.0 may offer education several advantages, including reduced costs, changes in teaching methodologies, and improved access to resources. It also facilitates customized learning and education management.

Here’s a breakdown of the potential advantages of Web3.0 for education:

Reduced Costs: Web3.0 can potentially reduce the costs associated with independently performing tasks.

Changes in Teaching: Web3.0 has the potential to change teaching methods.

Improved Access to Resources: Teachers can access a wide range of resources, which may lead to increased productivity.

Time Savings for Students: Students may spend less time gathering and integrating information.

Personalized Learning: Web3.0 facilitates customized learning and education management.

AI-Driven Services: Web 3.0 uses AI-driven services.

Decentralized data architecture: Web 3.0 uses a decentralized data architecture.

However, the source also raises concerns regarding the possible disadvantages of Web3.0 in education:

Over-reliance on pre-synthesized information: Giving students pre-synthesized information might be a problem.

Information labeling: There are some problems with labeling information.

Ethical concerns: There are ethical concerns related to information security, privacy, and censorship.

What educational theories are discussed by Özden?

Özden discusses several educational theories, including behaviorism, cognitivism, constructivism, and perceptionism.

Here’s a summary of these theories, according to Özden:

Behaviorism: Learning is defined by observable changes in behavior, achieved through stimulus-response associations, conditioning, reinforcement, and punishment. In this approach, the design of the learning environment is crucial, and the individual has limited influence.

Cognitivism: Focuses on changes in information processing within the individual, similar to how computers process information. While it acknowledges individual involvement, it does not emphasize social impact.

Constructivism: Learning involves creating meaning, with importance given to social interaction and past experiences. Meaning is constructed within a social environment, with consideration for individual experiences.

Perceptionism: This theory emphasizes the role of perception in learning, defining it as a change in perception shaped by the social environment. Unlike constructivism, which emphasizes social interaction, perceptionism posits that the social environment directly shapes our learning. Özden introduces perceptionism as a new educational approach, potentially succeeding constructivism, particularly in light of social media’s impact on perceptions. In this approach, learning is defined by changes in perception.

Özden suggests that as you move from behaviorism towards perceptionism, there’s a shift in the role of the social environment, with perceptionism emphasizing that the social environment shapes our learning. He also notes the importance of algorithmic thinking as related to scientific thought.

What ethical AI problems are mentioned by Özden?

Özden addresses several ethical problems related to AI. These ethical concerns include:

Information security: With increased sharing of information, maintaining security becomes a challenge.

Privacy: The sharing of information raises concerns about the protection of personal data.

Censorship: The potential for censorship is an ethical consideration in the age of AI.

Özden also touches on broader ethical considerations related to the impact of AI on society and education:

The need to redefine truth: The “post-truth” era, amplified by AI, requires a reevaluation of how truth is defined and understood.

The importance of critical thinking: Education needs to focus on fostering critical thinking skills to combat manipulation and misinformation in the age of AI.

The influence of algorithms: Algorithms can analyze preferences and behaviors to influence perceptions, raising concerns about manipulation. A computer can know a person better than their spouse with as few as 300 “likes”.

The potential for job displacement: As AI becomes more capable, there are concerns about its impact on the job market and the need to adapt education and training to prepare individuals for new roles.

The need for ethical AI development: There are ethical concerns related to information security, privacy, and censorship.

Briefing Document: “Artificial Intelligence and its Reflections on Education in the Surreal Age”

Overview: This presentation by Yaşar Özden explores the profound impact of artificial intelligence (AI) on education, particularly in what he terms the “post-truth” or “surreal age.” He discusses the evolution of technology, the changing nature of knowledge, and the need for a fundamental shift in educational approaches to prepare students for a future dominated by AI. Özden emphasizes the importance of “doing” over simply “knowing” and introduces the concept of “perceptionism” as a new educational paradigm.

Main Themes and Ideas:

Knowing vs. Doing: Özden stresses that the era of simply accumulating knowledge is over. The ability to apply knowledge, to “do,” is now paramount.

Quote: “Bilmek yetmez yapabilmek gerekir” (“Knowing is not enough, you have to be able to do it”). He reiterates this idea, highlighting that simply knowing something is no longer sufficient when AI can readily provide information.

Quote: “öğrenciye soru sorduğunuzda Eğer elinde bir tane bu cihazlardan varsa Gemini sorabilir chat gpe sorabilir etrafta binlercesi oldu neredeyse bir sürü bu Yapay Zeka araçlarından birinden bu bilgiyle ilgili kısmı öğrenip size cevap verebilir Fakat o bilgiyi yapabilme çok önemli” (“When you ask a student a question, if they have one of these devices, they can ask Gemini, they can ask Chat GPT, there are thousands of them around, almost any of these AI tools can learn the information and answer you, but the ability to do it is very important.”)

The “Surreal Age” (Post-Truth Era): The presentation acknowledges a shift in how we perceive reality, with readily available AI-generated content blurring the lines between truth and falsehood. Özden uses the term “Gerçeküstü Dönem” (Surreal Age) to describe this era.

Quote: “olduğumuz Gerçeküstü diye yazdığım hakikat sonrası dönemde… benim yerime seslendirenler var benim yerime Başka işler yapanlar var” (“…in this post-truth era that I wrote ‘Surreal Age’… there are people voicing over for me, there are people doing other things in my place”). This highlights the potential for AI to create convincing but artificial representations.

He gives an example of Sora, an AI tool that generates video from text, emphasizing the need for caution and awareness when using such technologies.

The Evolution of Industry and Skills: Özden traces the four industrial revolutions (steam, electricity, information technology, cyber-physical systems) and suggests that we are on the cusp of a fifth, driven by carbon-based computing. He raises the question of whether we are entering a “Human-Robot” (“Hobot”) era. This shift necessitates different skills and abilities.

Web 3.0 and its Implications for Education: Özden discusses Web 3.0, characterized by AI-driven services, decentralized data architecture (like Bitcoin), and the potential for personalized learning. However, he cautions that readily available synthesized information may not be beneficial for students’ learning.

Quote: “öğrenciler bilgi toplamak ve bütünleştirmek için daha az zaman harcayacaklar… avantaj mıdır değil midir bundan sonraki saydamda konuşuruz” (“Students will spend less time collecting and integrating information… whether this is an advantage or not, we will talk about it in the next slide”).

He provides the analogy of calculators leading to a reliance on the tool and a loss of fundamental skills.

The Rise of “Perceptionism”: Özden introduces “perceptionism” (algıcılık) as a new educational paradigm, alongside behaviorism, cognitivism, and constructivism. He defines learning under this framework as a “change in perception.”

Quote: “algıdaki değişimdir diyorum ve İşin kötüsü bu post trut dediğimiz hikaye bizim algılarımızın objektif gerçeklik gerçeklikle ilgi olguların duyusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar” (“I say it is a change in perception, and the bad thing is that this post-truth story defines a situation where our perceptions, objective reality, facts about reality are less effective than sensory and personal beliefs or ideological views.”)

He argues that in the age of social media and AI, our perceptions are increasingly shaped by social environments, leading to a situation where objective truth is less influential than personal beliefs and ideological viewpoints.

The Threat of Manipulation and Misinformation: Özden warns that the ease of access to information, coupled with the rise of AI, increases the risk of manipulation and misinformation, facilitated by social media. He points to the Cambridge Analytica scandal as an example of how data can be used to influence perceptions and behaviors.

The Need for Media Literacy and Critical Thinking: Özden concludes that education must equip students with media literacy skills, critical thinking abilities, and the ability to distinguish between accurate information and manipulation.

Quote: “öğrencilere Medya okuryazarlığı bilgiyi sorgulama doğru bilgiyi ayırt etme ve manipülasyonu tanımlama gibi konularda eğitim vermek önemlidir” (“It is important to provide students with education in media literacy, questioning information, distinguishing correct information, and identifying manipulation.”)

The End of Traditional Education?: Özden suggests that traditional universities may be coming to an end, and future education will be more online and technology focused. However, he recognizes the risk of over-reliance on AI and the need for students to develop critical thinking and problem solving skills.

Key Quotes:

“Bilmek yetmez yapabilmek gerekir” (“Knowing is not enough, you have to be able to do it”).

“olduğumuz Gerçeküstü diye yazdığım hakikat sonrası dönemde… benim yerime seslendirenler var benim yerime Başka işler yapanlar var” (“…in this post-truth era that I wrote ‘Surreal Age’… there are people voicing over for me, there are people doing other things in my place”).

“algıdaki değişimdir diyorum ve İşin kötüsü bu post trut dediğimiz hikaye bizim algılarımızın objektif gerçeklik gerçeklikle ilgi olguların duyusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar” (“I say it is a change in perception, and the bad thing is that this post-truth story defines a situation where our perceptions, objective reality, facts about reality are less effective than sensory and personal beliefs or ideological views.”)

Conclusion:

Yaşar Özden’s presentation provides a compelling analysis of the challenges and opportunities presented by AI in education. He argues for a fundamental shift in educational paradigms, emphasizing the importance of practical skills, critical thinking, and media literacy in navigating the “surreal age.” His introduction of “perceptionism” as a new educational lens highlights the need to address the ways in which AI and social media shape our perceptions of reality.

Study Guide

This study guide is designed to help you review and synthesize the key concepts discussed in the provided excerpts from “Gerçeküstü Dönemde Yapay Zeka ve Eğitime Yansımaları.”

I. Key Themes and Concepts

The Shift from Knowledge to Ability: The speaker emphasizes the obsolescence of merely knowing information, as AI tools now provide instant access to facts. The crucial skill is the ability to apply, synthesize, and critically evaluate information.

The Surreal/Post-Truth Era: AI-generated content blurs the lines between reality and simulation. This “post-truth” era requires critical engagement and awareness of manipulation.

The Four Industrial Revolutions: The historical context of technological advancements leading up to the current era of cyber-physical systems (Industry 4.0) and anticipating a fifth revolution involving carbon-based computing.

Web3.0 and Its Educational Implications: Exploring the potential benefits (reduced costs, customized learning) and challenges (ethical issues, security concerns) of a decentralized, AI-driven internet in education.

Theories of Learning: Review of Behaviorism, Cognitivism, Constructivism and the newly proposed Perceptualism.

Perceptualism: A theoretical extension of constructivism that recognizes the increasing importance of socially constructed meaning, as distinct from personally constructed meaning.

Critique of Traditional Education: Concerns about the current educational system’s emphasis on rote memorization and the need for educators to adapt to the evolving needs of students in the age of AI.

The Role of the Educator in the Age of AI: Instead of being a knowledge disseminator, educators need to transition into facilitators, mentors, and guides who help students navigate the complex information landscape and develop critical thinking skills.

II. Quiz: Short Answer Questions

Answer each question in 2-3 sentences.

According to the speaker, what is the most important skill that students need to develop in the age of AI, and why?

How has the widespread availability of AI tools changed the role of the teacher?

What is the “post-truth” era, and how does it affect education?

What are the potential advantages of Web3.0 in education?

What is Perceptualism, and how does it differ from Constructivism and other historical learning theories?

How can the post-truth phenomenon be addressed in education?

How does the speaker describe the relationship between technology and history?

Explain the concept of Tacit Knowledge.

According to the speaker, what percentage of instruction should involve practice/application vs. theory/memorization?

What does the speaker mean when he states that the current educational system is primarily “azot,” and why is that a problem?

Quiz: Answer Key

The most important skill is the ability to apply, synthesize, and critically evaluate information. AI tools provide instant access to facts, so it’s more important to know how to use information rather than simply knowing it.

The teacher’s role shifts from a knowledge provider to a facilitator or guide. Teachers must help students navigate the vast sea of information, develop critical thinking, and apply their knowledge effectively.

The “post-truth” era is characterized by the blurring of lines between reality and simulation, where objective facts are less influential than emotions and personal beliefs. This poses a challenge for education, as students must be able to distinguish between fact and fiction.

Potential advantages include reduced costs, personalized learning experiences, and improved access to information and resources. However, ethical concerns and security risks also need to be addressed.

Perceptualism is a proposed learning theory that recognizes the increasing importance of socially constructed meaning and the role of external perception in the modern era. It extends constructivism by suggesting that socially derived (and potentially manipulated) external perceptions have become the most important factor in learning and shaping belief.

The post-truth phenomenon can be addressed in education by teaching media literacy and critical thinking skills. Students need to be able to evaluate information, identify biases, and recognize manipulation techniques.

Technology and History are inextricable, and technological progress dictates human development; technological stasis dictates decline.

Tacit Knowledge is the knowledge that a person has learned that they are often unaware of.

The speaker asserts that instruction is currently about 75% theory/memorization, when it should be the opposite.

The speaker suggests that 79% of the material is inert, or unimportant, like Azot in the air. It is not absorbed or used, and it has no practical application. It is simply regurgitated like so much waste.

III. Essay Questions

Discuss the ethical implications of using AI in education, considering issues such as data privacy, algorithmic bias, and the potential for manipulation.

Analyze how the transition to Web3.0 could revolutionize the learning experience, addressing both the opportunities and challenges that this shift presents for educators and students.

Critically evaluate the speaker’s claim that “knowing is not enough” in the age of AI. How can educators adapt their teaching methods to foster the development of essential abilities?

Explore the potential benefits and risks of using AI to personalize learning experiences, considering the impact on student motivation, autonomy, and social interaction.

In what ways might schools and curricula be modified to incorporate greater emphasis on Perceptualism to ensure that students are not just passive recipients of information but active, critical consumers of information and meaning?

IV. Glossary of Key Terms

AI (Artificial Intelligence): The simulation of human intelligence processes by computer systems.

Web3.0: A decentralized internet based on blockchain technology, AI, and machine learning.

Industry 4.0 (Fourth Industrial Revolution): The current era of automation, data exchange, and cyber-physical systems in manufacturing technologies.

Behaviorism: A learning theory that focuses on observable changes in behavior resulting from environmental stimuli.

Cognitivism: A learning theory that emphasizes the mental processes involved in learning, such as memory, attention, and problem-solving.

Constructivism: A learning theory that posits that learners construct their own knowledge and understanding through experiences and social interactions.

Perceptualism: A learning theory that emphasizes the role of perception in learning, particularly in the post-truth era, where perceptions can be easily manipulated.

Post-Truth: A state in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.

Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of forms.

Prompt Engineering: Designing effective prompts for AI models to generate desired outputs.

Tacit Knowledge: Knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it.

AI in Education FAQ

1. What is the core message of the text regarding AI and education?

The central theme revolves around the shift from simply knowing information to being able to do something with it. The speaker argues that in the age of readily available information (thanks to AI tools like Gemini and ChatGPT), the emphasis in education should be on developing practical skills and the ability to apply knowledge effectively. Furthermore, the discussion introduces the concept of “perceptionism,” highlighting the influence of social media and AI-driven narratives on shaping individual perceptions and learning experiences.

2. What are the potential benefits of AI in education, as highlighted in the text?

AI offers several potential advantages in education, including reduced costs, transformed teaching methods, and increased productivity for teachers through access to diverse resources. Students could spend less time gathering and synthesizing information, potentially freeing them to focus on higher-level thinking and problem-solving. However, the speaker cautions against the potential drawbacks of readily synthesized information and the importance of developing critical thinking skills.

3. What is the speaker’s view on the “post-truth” era and its implications for education?

The speaker expresses concern about the “post-truth” era, characterized by the dominance of emotional appeals and ideological manipulation over objective facts. In this environment, the speaker stresses the need for media literacy education, equipping students with the skills to critically evaluate information, identify misinformation, and discern accurate sources. The speaker highlights the rise of AI, social media-driven narratives, and ease of information access as tools that can potentially shape perception and impact learning.

4. What is “perceptionism,” and how does it relate to traditional learning theories?

“Perceptionism” (algı cılık) is a new perspective proposed by the speaker that argues that our learning is shaped by the social environment. It’s related to how individuals perceive, process, and interpret sensory information. The speaker contrasts perceptionism with behaviorism (focus on environmental factors and observable behavior changes), cognitivism (focus on information processing), and constructivism (emphasizing social interaction in meaning construction). The speaker argues that perceptionism recognizes how AI algorithms and social media shape our learning in a post-truth era.

5. What does the speaker mean by the end of “Web 3.0” and its relevance to education?

The speaker suggests that Web 3.0, characterized by AI-driven services and decentralized data architecture (e.g., Bitcoin), is nearing its end. This is relevant to education because it implies a constant need to adapt to emerging technologies and their impact on learning and knowledge acquisition. The speaker emphasizes that the rapid evolution of the web necessitates a shift in educational approaches.

6. What is the speaker’s perspective on the future of universities and higher education?

The speaker believes that the traditional model of universities is nearing its end, as evidenced by the increasing relevance of industry-led certifications and online learning platforms. This future university would likely involve more technology-integrated and online environments. The speaker mentions examples such as Microsoft, Harvard, and Google, which all offer free AI courses, as potential alternatives to a university-led program.

7. What are the challenges associated with using AI in education, particularly regarding academic integrity?

The text highlights the challenges of plagiarism and cheating with AI tools. One example is about a law student who was expelled from school because the student used AI to complete their exam. The speaker emphasizes that we should focus less on protecting learning environments from AI and instead change how we evaluate students.

8. What does the speaker think about the evolution of computers and humans?

The speaker thinks that the 5th industrial revolution will begin with the rise of carbon-based computers and AI-led recombinant humans. The speaker sees that humans will eventually move into a hybrid type with AI. The speaker thinks that Homo sapiens have no chance of competing against these types of new humans.

Artificial Intelligence in the Surreal Era and Its Reflections on Educationeğitim ve araştırmada üretken yapay zekaÜretken Yapay ZekaYapay Zeka