arxiv
PublishedApril 24, 2026 at 4:00 AM
—neutral
Enhancing Science Classroom Discourse Analysis through Joint Multi-Task Learning for Reasoning-Component Classification
Publisher summary· verbatim
arXiv:2604.21137v1 Announce Type: cross Abstract: Analyzing the reasoning patterns of students in science classrooms is critical for understanding knowledge construction mechanism and improving instructional practice to maximize cognitive engagement, yet manual coding of classroom discourse at scale
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Originally published on arxiv ↗