Mengqian Wu (2026) 📄 Full text (arXiv)
Epistemic thinking — understanding how knowledge is constructed and justified — plays a central role in ai-literacy, particularly when students co-program with generative AI. This paper introduces a framework for detecting epistemic aims and processes in student-ai-interaction during programming activities. The analysis reveals that students engage in question construction, AI output evaluation, and solution integration as distinct epistemic processes. These findings inform scaffolding design for programming education and connect to broader discussions of agentic-education-coding where students maintain agency while leveraging AI assistance.
Related Pages
- automated-grading — Automated assessment approaches in computing education
- llm — Large language models and their applications
- k-12 — K-12 education context
- ai-literacy — AI literacy frameworks and assessment
- student-ai-interaction — How students interact with AI systems
- scaffolding — Instructional scaffolding techniques
- ai-generated-content — AI-produced educational materials
- learning-analytics — Data-driven analysis of learning behaviors
- formative-assessment — Formative assessment in AI-enhanced education
- active-learning — Active learning approaches
Citation
APA: Mengqian Wu (2026). Constructing Epistemic AI Literacy: Detecting Epistemic Aims and Processes in Student-AI Co-Programming. arXiv:2607.00211.