Modeling Student Sensemaking with LLMs and Knowledge-Graph-Guided Inference

Collaborative science learning requires nuanced interpretation of student dialogue to characterize how learners identify knowledge gaps, build explanations, and work toward resolution - a theory-driven analysis that is labor-intensive and difficult to scale. We investigate whether instruction-tuned large language models (LLMs) can support multidimensional analysis of collaborative sensemaking without task-specific training, and whether structured knowledge-state information improves model inference. We evaluate two mid-size LLMs on 23 richly annotated, expert-labeled episodes across prompting conditions that vary definitional scaffolding, reasoning mode, and turn structure. Without reason...

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