Facilitation of Metacognition During Artificial Intelligence Assisted Learning in STEM Classrooms

Science, Technology, Engineering and Mathematics (STEM) Education enables students to develop the critical 21st century skills that include creativity, innovation, design thinking, computational thinking and inquiry-based learning. STEM Education prepares students to link what they learn in the classrooms with everyday life situations. Accordingly, STEM Education equips students for ordinary everyday living, further education and the world of work as they apply the important skills of critical thinking, systems thinking and problem-solving. The skills developed by the students through learning processes facilitated for them in STEM classrooms need to be future-proof so that they can be used when needed. Learning is often supported by meta-cognition. However, artificial intelligence (AI) tools capable of automating some learning activities have become prevalent in STEM classrooms and teachers must design pedagogical strategies for meaningful learning experiences. Teachers are compelled to re-imagine how to facilitate effective meta-cognitive processes that support learner-centered classroom practices. We invite both empirical and theoretical articles on the facilitation of meta-cognition during AI supported learning in STEM classrooms. The STEM classrooms can be in both school and post-school contexts. There is a need to understand how STEM education learner-centered instructional strategies that enable the development of 21st century skills can be ensured in the emerging AI-integrated classrooms. The understanding of how to implement learner-centered by teachers is necessary given that some AI tools are able to automate learning processes. The STEM education outcomes such as the application of skills that include creativity and problem solving in real life settings are achieved through meta-cognitive processes in meaningful learning environments. Understanding how learner-centered instructional can be adapted to the the AI integrated classrooms is crucial to achieve the aspired STEM education outcomes. We invite manuscripts that address themes such as, but not limited to:• Scaffolding vs. Automation: Redefining the Learner’s Cognitive Load in STEM classrooms.• Students' AI prompts as Metacognitive Practice in STEM classrooms.• Pedagogical Shifts in STEM classrooms: The Teacher's Role in the AI-Metacognition Loop.• Collaborative Metacognition: Human-AI and Peer Dynamics in STEM classrooms.• Domain-Specific Metacognitive Challenges in STEM.• Ethical Metacognition and Responsible AI Use.• Assessment and Measurement of Metacognition in AI Contexts.• AI Tools and Technologies for Metacognitive Support in STEM classrooms.• Theoretical Foundations and Frameworks for AI integration in STEM classrooms. Topic editors: Maria Tsakeni, Moleboheng Mokhele, Eunice Nyamupangedengu, Sunday Ogbu, Gladys Sunzuma Source: https://www.frontiersin.org/research-topics/77335/facilitation-of-metacognition-during-artificial-intelligence-assisted-learning-in-stem-classrooms