Michelle Hill, Ed.M.

Drawing on two decades of experience as a middle school science educator, both nationally and internationally, my research investigates how adolescents navigate the epistemic gap between procedural competence and deep reasoning when engaging with scientific information in AI-mediated environments. Under the guidance of Dr. Clark Chinn and utilizing his AIR framework, I study how designing AI as an epistemic partner rather than a passive answer engine can provoke student reasoning and cultivate the epistemic courage required to critically evaluate evidence in an algorithmically-driven world.