Engineers have classified artificial intelligence, which is the result of technology that has been quickly evolving in recent years, as "new electricity" since it has begun to be employed in various industries and to open new doors. Artificial intelligence is used increasingly more frequently for these and other reasons, which include working more quickly and effectively, making decisions quickly, minimizing human mistake, and opening up new prospects. The monitoring of student performance is one way artificial intelligence is used in education. In addition to offering quick and automatic grading of student assignments and exams, it directs the development of individualized learning environments. Knowledge of artificial intelligence technologies is crucial for science teachers. Because artificial intelligence is now present in practically every industry and is anticipated to grow in popularity over the coming years. The use of artificial intelligence in teaching and learning has begun. For this reason, understanding artificial intelligence technologies will help science professors give pupils a better education. The purpose of this study was to determine the opinions of science teachers on artificial intelligence technologies. Phenomenology design, a qualitative research technique, was chosen for this objective. The participant's perspective on the thing they perceive is considered in phenomenology. Under the context of this study, 24 science teachers were interviewed using semi-structured questions to determine their perspectives on these technologies both before and after obtaining artificial intelligence education. Results from the pre-test indicated that science teachers had not been given any instruction in artificial intelligence technologies. Also, it was evident from the pre-test findings that scientific teachers were ignorant of artificial intelligence techniques and were ignorant of their application to education in general and science education in particular. Following the artificial intelligence education, it was seen that their concerns regarding the technology had decreased, they could categorize its applications in research and education, and they had ideas for the technology's future. It was determined that the teachers' artificial intelligence education had an effect on their knowledge of such technologies and how to employ them in science education. This work was supported by TUBITAK project no. 122B326.