In recent times, the use of generative AI (GenAI) models such as generative pre-trained transformer (GPT), in science teaching and learning has attracted the interest of both classroom practitioners and researchers. Organic Chemistry is one of the topics teachers find difficult to teach at High School level. While this is so, there is still a paucity of studies regarding pre-service teachers’ experiences and attitudes towards the use of ChatGPT in the teaching of this topic. This study investigates pre-service Physical Science teachers’ experiences and perceptions of using ChatGPT to teach Organic Chemistry at the High School level of the South African school science curriculum. The participating pre-service teachers (n=115) went through a programme in which they were asked to use ChatGPT in lesson planning, lesson delivery and assessment when teaching High School Organic Chemistry, during their teaching practicum. At the end of the programme they completed a Likert type questionnaire which captured their experiences and perceptions of using ChatGPT in teaching Organic Chemistry. Analysis of the responses shows that the majority of the teachers found ChatGPT useful in planning for teaching and setting up assessment tasks. However, while they had positive perceptions of using ChatGPT, they need help in terms of choosing appropriate learning activities, sequencing of content, and high-quality questioning. The results suggest that pre-service teachers require some prior training on the effective use of AI for lesson planning and teaching

Keywords: ChatGpt, Organic Chemistry, High School, pre-service teachers, experiences, perceptions.