Hiroko Tsuji

Designing Epistemic Partnerships with Generative AI: A Four-Stage Model of Student Engagement in Scientific Argumentation

Abstract This study examined how a design-based learning environment supported first-year undergraduates’ ( N = 31) epistemic engagement with generative AI in a science argumentation course. A two-year design-based research (DBR) study was conducted across two cycles (2024: n = 1...