Abstract
The emergence of artificial intelligence, exemplified by generative chatbots like ChatGPT, has elicited optimism among some educators regarding enhanced teaching and learning methods. Simultaneously, it has raised concerns among others who perceive these chatbots as disruptive to established pedagogical norms developed over centuries. This study investigated and analysed pre-service teachers' perceptions regarding integrating ChatGPT into teaching physical sciences at a rural university. A case study research design that used a qualitative approach was used to collect, analyse and interpret data. This methodology was employed to gain a comprehensive insight into the viewpoints held by physical science pre-service teachers. The study explored the benefits and potential challenges of incorporating emerging technologies like ChatGPT into teaching physical sciences. The theoretical framework that guided the study was the technological, pedagogical content knowledge. Eleven purposively sampled pre-service physical science teachers participated in semi-structured interviews. The collected data were analysed using thematic analysis. The research findings were that ChatGPT has the potential to contribute to teaching physical sciences in lesson planning, preparation, presentation and formative assessment. However, the study revealed that the inability of ChatGPT to answer some questions in physical sciences was of great concern. These findings shed light on how artificial intelligence generative chatbots can be incorporated into science teaching and learning. The findings provide insights for policymakers, science educators and researchers to deepen their understanding of the role of emerging technologies in science education.