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Creators/Authors contains: "Gnesdilow, G"

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  1. ; ; ; ; (, Proceedings of the International Society of the Learning Sciences)
    This study is part of a larger research project aimed at developing and implementing an NLP-enabled AI feedback tool called PyrEval to support middle school students’ science explanation writing. We explored how human-AI integrated classrooms can invite students to harness AI tools while still being agentic learners. Building on theory of new materialism with posthumanist perspectives, we examined teacher framing to see how the nature of PyrEval was communicated, thereby orienting students to partner with or rely on PyrEval. We analyzed one teacher’s talk in multiple classrooms as well as that of students in small groups. We found student agency was fostered through teacher framing of (a) PyrEval as a non-neutral actor and a co-investigator and (b) students’ participation as an author and their understanding of the nature of PyrEval as core task and purpose. Findings and implications are discussed. 
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    Free, publicly-accessible full text available July 9, 2026
  2. ; ; ; ; (, Proceedings)
    This study is part of a larger research project aimed at developing and implementing an NLP-enabled AI feedback tool called PyrEval to support middle school students’ science explanation writing. We explored how human-AI integrated classrooms can invite students to harness AI tools while still being agentic learners. Building on theory of new materialism with posthumanist perspectives, we examined teacher framing to see how the nature of PyrEval was communicated, thereby orienting students to partner with or rely on PyrEval. We analyzed one teacher’s talk in multiple classrooms as well as that of students in small groups. We found student agency was fostered through teacher framing of (a) PyrEval as a non-neutral actor and a co-investigator and (b) students’ participation as an author and their understanding of the nature of PyrEval as core task and purpose. Findings and implications are discussed. 
    more » « less
    Free, publicly-accessible full text available July 9, 2026