Document Type
Article
Abstract
This study explores how AI-enabled, culturally relevant, narrative-based learning pedagogy influences engagement among ninth-grade students in an Earth Science course. Conducted in two classrooms in a southeastern U.S. school predominantly attended by African American and Latinx students, we developed lesson plans on Earth Systems and Climate Change. Using a qualitative case study design, we examined one educator's implementation of AI-enhanced lessons. Thematic analysis of exit surveys and students' artifacts revealed that narrative-based learning significantly increased students' desire, engagement, and confidence in scientific concepts compared to conventional methods. This approach allowed students to integrate local and global knowledge, fostering deep questions about their science learning and encouraging exploration of problems and solutions.
Digital Object Identifier (DOI)
Publication Info
Published in Reading Research Quarterly, Volume 61, Issue 1, 2026.
Rights
© 2026 The Author(s). Reading Research Quarterly published by Wiley Periodicals LLC on behalf of International Literacy Association.
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
APA Citation
Jain, N. U., & Braden, E. (2026). The Incorporation of AI ‐Enabled Culturally Relevant Narrative‐Based Learning Pedagogy to Engage Students in a Diverse STEM Classroom. Reading Research Quarterly, 61(1).https://doi.org/10.1002/rrq.70086