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It outlines future directions, highlights the roles of teachers, and calls for additional research while balancing promise and risk, including bias impacts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Learning in STEM: Now and in the Future  \nFEBRUARY 2025  \nAcknowledgments  \nThis brief is a product of the Community for Advancing Discovery Research in Education (CADRE) Committee on AI in STEM Education and Education Research. CADRE connects STEM education researchers funded by the National Science Foundation’s Discovery Research PreK-12 (DRK-12) program to share their methods, findings, results, and products with the research and development community and the greater public, to better inform and impact policy, research and education.  \nSteering Committee:  \nChristopher J. Harris,  \nWestEd  \nEric Wiebe,  \nNorth Carolina State University  \nShuchi Grover,  \nLooking Glass Ventures  \nReviewer:  \nRoy Pea,  \nStanford University  \nAuthors:  \nNamsoo Shin,  \nMichigan State University  \nKevin Haudek,  \nMichigan State University  \nJoseph Krajcik,  \nMichigan State University  \nSuggested Citation:  \nShin, N., Haudek, K., & Krajcik, J. (2025) . The potential of using AI to improve student learning in STEM: Now and in the future. Community for Advancing Discovery Research in Education (CADRE) . Education Development Center, Inc.  \nCopyright 2025 by the Community for Advancing Discovery Research in Education (CADRE). This publication is available from CADRE at Education Development Center, Inc, 300 5thAve Waltham MA 02451. [https://cadrek12.org](https://cadrek12.org)  \nThe activity was funded by the National Science Foundation, Grant \\# 2100823. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \nGenerative AI was not used to create [this brief. Photos from Pexels.com. Credits: Marta Wave](this brief. Photos from Pexels.com. Credits: Marta Wave), Bertellifot Ografia, Shkrabaanthony, and Nicola Barts.  \n2 | The Potential of Using AI to Improve Student Learning in STEM: Now and in the Future  \nTable of Contents  \nForeword..........................................................................................................5  \nIntroduction....................................................................................................7  \nTheoretical Foundations of Using AI in STEM Educat..........................8  \nGoals of STEM Education............................................................................8  \nWhat Is Knowledge-in-Use?.......................................................................9  \nWhat Is Integrated Understanding?.........................................................9  \nFostering Integrated Understanding.......................................................9  \nAI as a Learning Partner..............................................................................12  \nAI as a Learning Partner to Support Personalized Learning...............14  \nLearning Partners to Create Personalized Learning..........................15  \nSupport Provided by AI as a Learning Partner: Types, Strategies, and Examples.................................................................................................17  \nAI as a Learning Partner for Cognitive Support....................................17  \nAI as a Learning Partner for Metacognitive Support......................... 20  \nAI as a Learning Partner for Motivational and Emotional  \nSupport ..............................................................................................................21  \nAI as a Learning Partner for Collaboration and Discourse Support ............................................................................................................. 24  \nFuture Directions: Using AI as a Learning Partner................................26  \nSupporting a Broad Range of Learners ..................................................26  \nThe Role of Teachers in AI-Enhanced Learning Environments .... 28  \nNeed for Future Research .....................................","cbCail8pbriaEBZ8","https://ap.wps.com/l/cbCail8pbriaEBZ8","pdf",414882,36,"English","# Foreword\n# Introduction\n# Theoretical Foundations of Using AI in STEM Education\n## Goals of STEM Education\n## What Is Knowledge-in-Use?\n## What Is Integrated Understanding?\n# AI as a Learning Partner\n## AI as a Learning Partner to Support Personalized Learning\n## Support Provided by AI as a Learning Partner: Types, Strategies, and Examples\n# Future Directions: Using AI as a Learning Partner","[{\"question\":\"What is the main goal of this brief on AI in STEM education?\",\"answer\":\"It assesses how AI, including generative AI, can improve student learning in STEM now and in the future, while considering both benefits and risks such as bias effects.\"},{\"question\":\"Which key learning concepts does the brief introduce?\",\"answer\":\"It discusses knowledge-in-use and integrated understanding, and it explains how to foster integrated understanding in STEM learning contexts.\"},{\"question\":\"How does the brief describe AI’s role for personalized learning?\",\"answer\":\"It frames AI as a learning partner that provides support for cognitive, metacognitive, motivational and emotional needs, as well as collaboration and discourse to enable personalized learning.\"}]","The Potential of Using AI to Improve Student Learning in STEM: Now and in the Future - Brief | PDF",1792049667,91]