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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.
Peffer et al. (Tue,) studied this question.