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AI as a Co-Pilot in Science Education: Reimagining Instructional Practice
Sat, April 11, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 515BSession Type: Structured Poster Session
Abstract
As artificial intelligence (AI) rapidly enters classrooms, there is an urgent need to understand how they can support, rather than replaced, equitable and effective science instruction. This session explores how AI can serve as a co-pilot in science education, transforming teaching and learning across diverse contexts. Eight studies examine the integration of AI tools—ranging from automated assessment systems and generative design platforms to culturally responsive language models and augmented reality environments. Grounded in frameworks such as culturally responsive pedagogy, knowledge integration, and co-design, the session offers critical insights into responsible, high-impact uses of AI in K–12 science education. Together, these works highlight how AI can support student reasoning, personalize instruction, scaffold equitable learning experiences, and enhance teacher practice.
Sub Unit
Chairs
Papers
Realizing the Potential of Automatically Scored Three-Dimensional Assessment - Joseph S. Krajcik, Michigan State University; Namsoo Shin, Michigan State University; Ehsan Latif, University of Georgia; Xiaoming Zhai, University of Georgia; Christopher J. Harris, WestEd; David McKinney, WestEd
Integrating Artificial Intelligence with Augmented Reality for Scientific Modeling - Bryan A. Brown, Stanford University; Alan Cheng, Stanford University; Lisa Teresa Archuleta, Stanford University; Elizabeth Childs, Stanford University; Roy D. Pea, Stanford University; Laurence Tan, University of California - Los Angeles
Training Culturally Relevant AI Models for Science Instruction - Bryan A. Brown, Stanford University; Alan Cheng, Stanford University; Lisa Teresa Archuleta, Stanford University; Elizabeth Childs, Stanford University; Roy D. Pea, Stanford University; Laurence Tan, University of California - Los Angeles
Integrating AI into Classroom Discussion Routines: Helping students express their science thinking - Allison Bradford, University of California - Berkeley; Libby F. Gerard, University of California - Berkeley; Marcia Linn, University of California - Berkeley
AI-Supported Feedback to Scaffold Scientific Argumentation - Lei Liu, Educational Testing Service; Field Watts, Educational Testing Service; Yi Song, Educational Testing Service; Teresa M. Ober, Educational Testing Service; Euvelisse Jusino-Del Valle, Educational Testing Service; Ninghao Liu, University of Georgia; Xiaoming Zhai, University of Georgia
Co-Design at the Human-AI Frontier: Secondary Science Educators’ Practices and Perspectives on Generative Molecular Design - Kent J. Crippen, University of Florida; Minji Yun, University of Florida; Charles Xie, Institute for Future Intelligence; Annie Levendusky, University of Florida; Dylan Bulseco, Institute for Future Intelligence
Human Experts’ Evaluation of Generative AI’s Potential to Contextualize STEAM Education in the Global South - Matthew Nyaaba, University of Georgia; Macharious Nabang, Bagabaga College of Education; Patrick Kyeremeh, St. Joseph's College of Education; Xiaoming Zhai, University of Georgia; Collins Owusu-Fordjour, University of Education - Winneba; Ibrahim Nantomah, University for Development Studies
Culturally Responsive and Sustaining Teaching Practices using Artificial Intelligence - Melinda Crystal Lopez, University of Colorado - Boulder