Learning Analytics to Assess Beliefs about Science: Evolution of Expertise as Seen through Biological Inquiry

Autor/inn/en	Peffer, Melanie E.; Ramezani, Niloofar; Quigley, David; Royse, Emily; Bruce, Chloe
Titel	Learning Analytics to Assess Beliefs about Science: Evolution of Expertise as Seen through Biological Inquiry
Quelle	In: CBE - Life Sciences Education, 19 (2020) 3, Artikel 47 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Learning Analytics; Beliefs; Scientific Principles; Inquiry; Scientific Literacy; Biology; Majors (Students); College Graduates; Research Universities; Graduate Students; Undergraduate Students; Goal Orientation; Self Efficacy; Test Anxiety; Self Management; Computer Simulation; Student Motivation; Questionnaires; Learning Strategies; Cognitive Processes; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Belief; Glaube; Biologie; Hochschulabsolvent; Hochschulabsolventin; Forschungseinrichtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Selbstmanagement; Computergrafik; Computersimulation; Schulische Motivation; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess
Abstract	Epistemological beliefs about science (EBAS) or beliefs about the nature of science knowledge, and how that knowledge is generated during inquiry, are an essential yet difficult to assess component of science literacy. Leveraging learning analytics to capture and analyze student practices in simulated or game-based authentic science activities is a potential avenue for assessing EBAS. Our previous work characterized inquiry practices of experts and novices engaged in simulated authentic science inquiry and suggested that practices may reflect EBAS. Here, we extend our prior qualitative work to quantitatively examine differences in practices and EBAS between non-science majors, biology majors, and biology graduates. We observed that inquiry practices of non-science majors and biology graduates were similar to the novice and expert practices, respectively, in our prior work. However, biology majors sometimes appeared to act like their undergraduate peers (e.g., performing fewer planning actions) but other times were more similar to biology graduates (e.g., performing complex investigations). We noted that cognitive constructs like metacognition were also important for understanding which practices were most likely to be reflective of EBAS. This work advances how to assess EBAS using learning analytics and raises questions regarding the development of cognitive processes like EBAS among aspiring biologists. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01