#746: Disciplinary Computational Thinking in AI-Mediated Problem Framing: A Rural Ag-STEM Context

We examine how disciplinary computational thinking (CT) emerges during AI‑mediated problem framing in an Ag‑STEM pilot. Eighth‑grade teams used a chatbot while revising research questions/hypotheses in a sense-analyze-act cycle. Video, journals, and chatbot logs were coded for CT micro‑moves and cognitive‑apprenticeship methods. Students’ CT was emergent, concentrated in preparing problems and reasoning about system relationships; modeling/coaching supported these moves, with limited fading and co‑construction. We share design implications for AI-supported problem framing in class.