Six short papers explore how learners build AI literacy and grapple with ethical and critical issues around AI. Topics include learning AI through game and chatbot design, hallucination awareness, how children's books portray AI, responsible GenAI use in STEM internships, and AI storytelling with Black girls.
Six short papers examine creativity and creative learning across varied settings, from university students' creative identities and contemporary-art gallery talk to designing for caring professional noticing. Additional threads cover GenAI for K-12 creativity, teaching the complexity of immigration, and Native youth's relationships with digital storytelling.
A structured poster symposium engaging queer and trans theories as praxis for analyzing power and designing justice-oriented learning. Six papers span early childhood classrooms, community design spaces, arts-based learning, computational simulations, and parental-rights discourse, foregrounding desire, embodiment, and affect in learning.
A symposium introducing the Feminist Embodied Computation framework, which centers identity, embodiment, and epistemological change in computing equity. Five papers enact it through e-textiles, Indigenous Hawaiian data science, modeling physics through dance, and subversive computational literacy.
Long papers examining how learners and teachers perceive and interact with AI agents, including shifting mental models of statistics tutors and science-lab chatbots. Studies also cover AI chatbots for teacher reflection and how anthropomorphic digital-human teachers affect cognitive engagement, measured via eye-tracking.
Short papers on the role of emotion in learning, including shame and emotional mimicry, impostor feelings in engineering, and emotional language in math knowledge-building. Studies also analyze sentiment in parent-child STEM talk, epistemic affect in YouTube science learning, and SEL within socioscientific issues.
Five short papers address climate and environmental education, including school-based climate activism, sustaining eco-hope amid eco-anxiety, and students' critical reasoning about climate information. Others examine teachers' expansive explanations of environmental justice and their framing of science topics.
Short papers on how students and children negotiate what counts as scientific knowledge, spanning explanation construction, epistemic disagreements in high school classrooms, and trust in scientific evidence. Talks also examine identity cues in STEM, support spaces in Japanese schools, and a model integrating behaviorism, cognitivism, and constructivism.