AI 中文总结
该研究以高级天体物理实验室为背景，探讨生成式人工智能在其中的应用。通过对AstroTutor的案例研究，运用多种分析方法，确定GenAI的五个主要功能，为其在教育中的应用提供设计边界等建议，扩展了相关研究。
AI 中文摘要
高级物理实验室要求学生在复杂的观测和分析任务中整合学科知识、实验实践和科学论证。生成式人工智能（GenAI）的日益普及增加了这种协调的复杂性。本探索性定性案例研究考察了AstroTutor，这是一个在硕士水平的高级天体物理实验室中作为可选支持资源引入的受限GenAI导师。研究调查了学生如何在包括教师、同伴、课程材料、观测、测量、数据分析和最终评估报告的更广泛的GenAI介导的学习生态中构建对导师的认知。七名学生参加了课程，五名使用了导师，三组完成了最终报告。分析结合了内容分析、主题分析和框架分析。结果确定了GenAI的五个主要功能。这些发现将先前关于GenAI在教育中的研究扩展到了高级物理实验室的背景，表明其使用需要明确的设计边界、合法和禁止实践的指导、验证程序以及保持学生认知责任的评估要求。还讨论了GenAI介导的学习生态在高级物理实验室中的教育意义。
英文摘要
Advanced physics laboratories require students to integrate disciplinary knowledge, experimental practice and scientific argumentation across complex observational and analytical tasks. The increasing availability of generative artificial intelligence (GenAI) adds complexity to this coordination, since AI systems may function as conceptual explainers, operational assistants, artefact reviewers or apparently authoritative evaluators. This exploratory qualitative case study examines AstroTutor, a constrained GenAI tutor introduced as an optional support resource in a Master's-level advanced astrophysics laboratory. The study investigates how students framed the tutor within a broader GenAI-mediated learning ecology that included the instructor, peers, course materials, observations, measurements, data analysis and final assessed reports. Seven students attended the course, five used the tutor, and three groups produced a final report. The analysis combined content analysis, thematic analysis and frame analysis. Drawing on chat logs, final reports and limited post-use reflective responses, the results identify five principal GenAI functions: interface interpreter, warrant organiser, report scaffold, unstable authority and resource whose traces may appear in downstream reports. These findings extend previous research on GenAI in education to the context of advanced physics laboratories, showing that its use requires explicit design boundaries, guidance on legitimate and prohibited practices, verification routines, and assessment requirements that preserve students' epistemic responsibility. The educational implications of a GenAI-mediated learning ecology in advanced physics laboratories are also discussed.
Comments24 pages, 4 figures, 5 tables
