Strand 5 Stand-alone Paper Set

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579 Negotiating social and epistemic participation in undergraduate physics group work Tom Reshef-Israeli ORCID iD; Shulamit Kapon ORCID iD Technion - Israel Institute of Technology; Haifa; Israel Abstract Teamwork is commonplace in undergraduate physics laboratory courses; however; maintaining collaboration that supports the learning of all the participants is far from straightforward. While the role of framing in students' learning has been extensively studied in science education; less is known about the moment-to-moment interplay between social and epistemic framing in undergraduate lab teams; and how these dynamics shape students' learning and participation in such settings. This study was designed to better understand the dynamics between epistemic and social frames in an undergraduate collaborative inquiry in physics; and the participants' alignments in these frames. To do so; methods from ethnography and sociolinguistic discourse analysis were combined to track a pair of undergraduate physics students who collaborated over a full semester in an open inquiry project within the framework of a mandatory project-based laboratory course. The data included 40 hours of videotaped participator observations of authentic lab work and post-course interviews with the students and the instructor who guided their inquiry. The analysis revealed recurring patterns linking the epistemic and social dimensions; thus providing insights into how collaborative learning unfolds when partners have different socio-epistemic framings; and practical suggestions for instructors for better facilitation of group work in undergraduate labs. Strands Strand 5: College Science Teaching and Learning (Grades 13-20) 103 A Systematic Review of Theoretical and Conceptual Frameworks in STEM Education Research Dhanya Attipetty; Anita Schuchardt University of Minnesota; MN; USA Abstract The use of theoretical and conceptual frameworks to structure a research study is considered a fundamental research practice within the education research community. However; learning how to use frameworks can be challenging due to the abstract nature of theorizing research. Additionally; the characteristics of theoretical and conceptual frameworks can sometimes vary across different STEM education disciplines and even conflict with each other. A systematic literature review was conducted to explore how STEM education researchers characterize theoretical and conceptual frameworks. This review followed structured procedures including search protocol development; screening; and data extraction. To identify relevant papers; backward and forward citation searches of five seminal papers were conducted. After title and abstract screening; 133 papers were selected for full-text review. Final inclusion criteria narrowed the set to 41 papers. Data extraction involved identifying relevant passages from each paper; which were then analyzed using inductive thematic coding. Nine broad themes emerged for how researchers define; distinguish; and use theoretical and conceptual frameworks. This systematic review consolidates characterizations of theoretical and conceptual frameworks to provide clarity in their interpretation and use. Guidance on the construction and application of frameworks was synthesized to create a useful resource for newcomers to STEM education research. Strands Strand 5: College Science Teaching and Learning (Grades 13-20) 289 What does our curriculum allow for? Exploring the lived curriculum in science education Shauna Schechtel ORCID iD; Amanda Bongers ORCID iD Queen's University; Kingston; Ontario; Canada Abstract In science education; there has been a shift to explore students' affective experiences. The challenge for science educators is to recognize that the lens through which they understand lived experiences and curriculum is not the only possibility. Specifically; students can learn more than pedagogical content knowledge and disciplinary skills. Students learn about science; specifically what counts as data; who counts as a scientist; and what the goal of science is. These questions reflect what science practitioners and educators prioritize through what we value and what is allowed for in practice. This study explores students' experiences of laboratory learning activities as lived; rather than as planned by the learning outcomes. Participant observations and interviews were the approaches undertaken for data generation. Students shared that the goal of laboratory learning activities was to collect the right data and that they should remove themselves from the research process; as they add error to the experiment. These findings help us understand what students learn about science from laboratory learning activities. The experiences of students are also reflected in the implicit curriculum of science culture. Understanding students' lived experiences informs pathways for curricular reform and highlights what could be possible. Strands Strand 5: College Science Teaching and Learning (Grades 13-20) 318 Enhancing Conceptual Understanding with an AI Tutor: A Field Study in Undergraduate Physics Steinmetz Tilmann ORCID iD1; Burde Jan-Philipp ORCID iD2; Peter Gerjets ORCID iD3 1University of Tübingen; Tubingen; Germany. 2University of Tübingen; Germany. 3The Leibniz-Institut für Wissensmedien; Tübingen; Germany Abstract This study investigates the learning effectiveness of an AI-supported learning environment designed in alignment with the Electricity with Potential (EPo) concept - a subject-specific teaching approach addressing common misconceptions about voltage in simple DC circuits. The AI tutor follows a reactive tutoring approach; responding to student questions; prompting reflection; and offering quizzes; while a memory function condenses prior interactions to maintain context. In a randomized field study within an undergraduate physics lab course (N = 190); both control and treatment groups received identical EPo-based lab manuals; the treatment group's manual was embedded in the AI environment. Conceptual understanding was measured using a two-tier instrument (α = .73) and analyzed via ANCOVA with motivation as a covariate. Results showed a significant positive effect for the treatment group (η² = .04). User experience ratings were predominantly positive; indicating meaningful engagement. Findings suggest that integrating subject-specific pedagogical concepts into AI tutors can enhance conceptual understanding in authentic learning settings. Future work will include a qualitative analysis of AI–student interactions. Strands Strand 5: College Science Teaching and Learning (Grades 13-20) 890 Active Learning Through Reflection Journals in Introductory Biology Christel Whitehead1; Peggy Biga2; Mary Ann Bodine Al-Sharif1 1University of Alabama Birmingham; Birmingham; AL; USA. 2Texas State University; San Marcos; TX; USA Abstract Active learning introduces student activity into traditional lectures using student-centered pedagogical strategies requiring deeper thinking; increased engagement; and understanding. This study utilized transformative learning and cognitive constructivism while implementing reflection journals in introductory biology courses to connect topics to real world scenarios while encouraging new methods of material engagement. Fostering active and collaborative learning has enhanced student learning and attitudes. Attitude refers to students' recognition of the importance of learning the subject matter. Understanding connections of learning and attitude is imperative for educators. Engaging classroom experiences can transform students' interest in science. This study compares undergraduate students enrolled in introductory biology laboratories at a Southeastern US university; providing insight into how students view the relationship between science and the real-world. Journal prompts guide students to the correlation between the material and application. Pre-and post-surveys were utilized to measure changes in attitude toward the relationship between science and society. Qualitative data from reflection journals is analyzed utilizing Braun and Clarke's thematic analysis using deductive and inductive methods to depict student interest and motivation. Students' writings were analyzed and compared to surveys and grades. This study demonstrates that simple; deliberate modifications like journal reflections significantly impact students' approach; attitude; and knowledge application. Strands Strand 5: College Science Teaching and Learning (Grades 13-20)