Thinking with and Beyond the Tool: High School Students’ Use of GenAI During STEM Research Internships

This study explored how high school students engaged with Generative AI (GenAI) tools during a summer STEM research internship program, how their perceptions and responsible use of GenAI for research evolved. The study is grounded in constructivist learning theory and cognitive apprenticeship to understand student perceptions of GenAI for learning and STEM research. Using qualitative open-ended survey questions and semi-structured student interviews, it showcased how students used GenAI tools like ChatGPT and Gemini across research phases, from summarizing literature, clarifying concepts, coding, and data analysis. Students remained mindful of GenAI’s limitations like hallucinations, while also expressing concerns about being over reliant. As a preliminary study, this highlights the importance of developing AI literacy in high school students in authentic, inquiry-based context. The paper also discusses the importance of designing research-based learning environments that strengthen the STEM pipeline, while integrating GenAI as a collaborator and thought partner, while encouraging responsible use.