A Framework for Deductive Semantic Content Analysis at Scale in Science Education Using Text Embeddings

Qualitative researchers increasingly encounter interaction corpora whose scale exceeds what manual coding alone can address, and large language models (LLMs) are frequently proposed as analytic assistants. The open questions are not whether LLMs can participate in qualitative analysis but to what extent, in what phases, and under what safeguards. This article provides a detailed procedural account of a multi-phase human-LLM collaborative pipeline that adapted open, axial, and selective coding to develop a hierarchical codebook from 45,000 messages exchanged between K-12 educators and a generative AI platform. Across three phases, LLMs generated candidate labels and structured annotations at scale, while human researchers retained conceptual authority over category definitions, merging decisions, and interpretive frameworks. The resulting instrument was then tested through systematic human coding, in which three trained coders with educational domain expertise applied the codebook to an independent sample of 2,560 messages, established reliability through iterative calibration using set-valued agreement measures appropriate for multi-label annotation, and extended the instrument with five codes that the LLM-assisted phases had not surfaced. The final codebook comprises 72 items within 19 categories and six domains. We reflect on the methodological decisions the pipeline required, including the choice of a conversational unit of analysis, the treatment of the LLM as a labeling instrument rather than an interpretive agent, the measurement of intercoder agreement under multi-label coding, and the conditions under which human domain expertise remained decisive. The account is offered as an auditable template for qualitative researchers considering LLM assistance in codebook development while preserving human interpretive authority.

Qualitative coding is central to social science, but expert annotation is difficult to scale. LLMs offer a possible extension, yet require careful validation when the target construct is interpretive, theoretically loaded, and only indirectly expressed. We study this problem in a difficult case: detecting whether authors treat Bayesian models as descriptions of mental and neural mechanisms (realism) or as useful mathematical tools (instrumentalism). Our method combines a theory-driven codebook, expert-coded reference annotations, a diagnostic-gated prompt-optimization search yielding a shared zero-shot prompt for three frontier LLMs (GPT-5.1, Claude Sonnet 4.6, Gemini 3 Pro Preview), and multi-rater reliability analysis. The final prompt achieved a held-out combined reliability score of 0.76 (harmonic mean of ICC = 0.79 and $α$ = 0.74), with all diagnostics satisfied. Deployed on 6,858 quotes from 210 articles, the three LLMs reached substantial quote-level agreement (ICC = 0.80; $α$ = 0.76; combined = 0.78) and near-perfect article-level rank stability ($r$ = 0.96-0.97 across rater pairs). The corpus was predominantly weakly realist, but article-level stances were rarely uniform: only 1.4% of articles used a single band, while 59.5% spanned four or more. Low-level perception/motor articles scored 8.8 Realism points higher than high-level cognition articles ($p < .001$, $d = 0.60$), quantifying a long-held qualitative intuition. We present this as an expert-led case study; the framework is intended to generalize to similar theoretically demanding tasks, not to all qualitative analysis.

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 remains prohibitively labor-intensive. We present an automated discourse analysis system (ADAS) that jointly classifies teacher and student utterances along two complementary dimensions: Utterance Type and Reasoning Component derived from our prior CDAT framework. To address severe label imbalance among minority classes, we (1) stratify-resplit the annotated corpus, (2) apply LLM-based synthetic data augmentation targeting minority classes, and (3) train a dual-probe head RoBERTa-base classifier. A zero-shot GPT-5.4 baseline achieves macro-F1 of 0.467 on UT and 0.476 on RC, establishing meaningful upper bounds for prompt-only approaches motivating fine-tuning. Beyond classification, we conduct discourse pattern analyses including UTxRC co-occurrence profiling, Cognitive Complexity Index (CCI) computation per session, lag-sequential analysis, and IRF chain analysis, revealing that teacher Feedback-with-Question (Fq) moves are the most consistent antecedents of student inferential reasoning (SR-I). Our results demonstrate that LLM-based augmentation meaningfully improves UT minority-class recognition, and that the structural simplicity of the RC task makes it tractable even for lexical baselines.