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Effective communication in science is recognized as an important component of training for STEM professionals. This project focuses specifically on improving scientific communication to achieve this goal. Two learning communities that pair STEM research and inquiry activities in biology and chemistry with a public speaking course are being implemented with intentional and sustained instruction and mastery experiences to develop students’ science communication skills. The hypothesis is that instruction on how to communicate science effectively can result in an increase in students' understanding, confidence, and identity as a scientist. This can result in greater student engagement in the major and improved retention in STEM disciplines. Our aim is to test this curriculum intervention to determine its effectiveness in improving student communication ability and achievement.
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This content will become publicly available on August 26, 2026
The use of artificial intelligence in STEM communication-intensive courses and its impact on science identity
This original research article focuses on the investigation of the use of generative artificial intelligence (GAI) use among students in communication-intensive STEM courses and how this engagement shapes their scientific communication practices, competencies, confidence, and science identity. Using a mixed-methods approach, patterns were identified in how students perceived their current science identity and use of incorporating artificial intelligence (AI) into writing, oral, and technical tasks. Thematic analysis reveals that students use AI for a range of STEM communication endeavors such as structuring lab reports, brainstorming presentation ideas, and verifying code. While many minoritized students explicitly describe AI as a confidence-boosting, timesaving, and competence-enhancing tool, others—particularly those from privileged backgrounds—downplay its influence, despite evidence of its significant role in their science identity. These results suggest the reframing of science identity as being shaped by technological usage and social contingency. This research illuminates both the potential and pitfalls of AI-use in shaping the next generation of scientists.
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- Award ID(s):
- 2327418
- PAR ID:
- 10635663
- Editor(s):
- Pandey, Sumali
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Education
- Edition / Version:
- 0
- Volume:
- 10
- Issue:
- 0
- ISSN:
- 2504-284X
- Page Range / eLocation ID:
- 0
- Subject(s) / Keyword(s):
- generative AI, education, AI integration, broadening participation, equity, inclusive teaching, technology, ethics
- Format(s):
- Medium: X Size: 2.13MB Other: 0
- Size(s):
- 2.13MB
- Sponsoring Org:
- National Science Foundation
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