Informing research on generative artificial intelligence from a language and literacy perspective

A meta‐synthesis of studies in science education

Bibliographic Data

ID21392879
AuthorsKok‐sing Tang (0000-0002-2764-539X, School of Education Curtin University Perth Western Australia Australia, corresponding author)
Year2024
Volume108
Issue5
Pages1329-1355
Publication date2024-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21875
OpenAlexW4396220837
LanguageEN
Citations received15
References cited105

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE

Affordance · Argumentation theory · Constructive · Dialogic · Generative grammar · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process) · Science education · Scientific Literacy · Sociology · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Second Language Learning and Teaching