Integrating Reading, Writing, and Digital Tools in Science: A Participatory-Design Study of the InSPECT Framework
Saved in:
| Title: | Integrating Reading, Writing, and Digital Tools in Science: A Participatory-Design Study of the InSPECT Framework |
|---|---|
| Language: | English |
| Authors: | Andrew H. Potter (ORCID |
| Source: | Grantee Submission. 6 2026 16(1). |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Center for Education Research (NCER) (ED/IES) |
| Contract Number: | R305A180144 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Secondary School Science, High School Teachers, Science Teachers, Faculty Development, Artificial Intelligence, Computer Assisted Instruction, Teacher Developed Materials, Teamwork, Cooperation, Educational Practices, Computer Uses in Education, Content Area Reading, Content Area Writing, Biology |
| Geographic Terms: | Ohio, Georgia |
| DOI: | 10.3390/educsci16010006 |
| Abstract: | The purpose of this study was to engage high school science teachers as co-design partners in refining and extending instructional frameworks to support multiple-document reading and writing in science classrooms. Using a participatory mixed-methods design, the project adapted the InSPECT framework for secondary science, developed professional development (PD) materials to introduce the framework, and explored the role of generative artificial intelligence (AI) in lesson planning. Five virtual focus group sessions guided the co-design of PD activities, followed by a pilot implementation in one biology classroom. Data included focus group and interview transcripts, surveys, and student work artifacts. Analyses examined teachers' perceptions of PD features, framework usability, and student engagement. Teachers valued PD that was practical, relevant, and feasible within classroom constraints and described the frameworks as clear, stepwise structures that supported lesson design and literacy integration. Student work showed that paraphrasing was an accessible entry point, while bridging, elaboration, and source evaluation required additional modeling. Teachers viewed generative AI as a promising planning aid but expressed concerns about accuracy and ethics. Findings informed revisions emphasizing discipline-specific exemplars, scaffolds for higher-order strategies, and AI-literacy modules, illustrating how participatory design can yield feasible, teacher-centered PD. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678150 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to engage high school science teachers as co-design partners in refining and extending instructional frameworks to support multiple-document reading and writing in science classrooms. Using a participatory mixed-methods design, the project adapted the InSPECT framework for secondary science, developed professional development (PD) materials to introduce the framework, and explored the role of generative artificial intelligence (AI) in lesson planning. Five virtual focus group sessions guided the co-design of PD activities, followed by a pilot implementation in one biology classroom. Data included focus group and interview transcripts, surveys, and student work artifacts. Analyses examined teachers' perceptions of PD features, framework usability, and student engagement. Teachers valued PD that was practical, relevant, and feasible within classroom constraints and described the frameworks as clear, stepwise structures that supported lesson design and literacy integration. Student work showed that paraphrasing was an accessible entry point, while bridging, elaboration, and source evaluation required additional modeling. Teachers viewed generative AI as a promising planning aid but expressed concerns about accuracy and ethics. Findings informed revisions emphasizing discipline-specific exemplars, scaffolds for higher-order strategies, and AI-literacy modules, illustrating how participatory design can yield feasible, teacher-centered PD. |
|---|---|
| DOI: | 10.3390/educsci16010006 |
