David P. Quigley

Preface: Curriculum Revision and the Foundations of American Higher Education

David P. Quigley

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

Melanie E. Peffer, Niloofar Ramezani, David P. Quigley, Emily A. Royse et autres

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 …

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Trace data from student solutions to genetics problems reveals variance in the processes related to different course outcomes

Melanie E. Peffer, David P. Quigley, Liza E. Brusman, Jennifer S. Avena et autres

Problem solving, particularly in disciplines such as genetics, is an essential but difficult competency for students to master. Prior work indicated that trace data can be leveraged to measure the invisible cognitive processes that undergird learning activities such as problem solving. Building …

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Exploring Video Engagement in an Intelligent Tutoring System

David P. Quigley, Donna J. Caccamise, John Weatherley, Peter W. Foltz

Abstract This paper presents the results of student engagement with eBRAVO, an Intelligent Tutoring System designed to support students’ development of reading comprehension strategies. The eBRAVO curriculum is a personalized experience based on the students’ previous engagement with the tool as well …

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Building Knowledge From Challenging Text: Issues Associated with Moving Pedagogy from Traditional Classroom Delivery to an AI Enhanced Differentiated Instruction.

Donna J. Caccamise, David P. Quigley, John Weatherley, Rachel Lieber et autres

Clustering Analysis Reveals Authentic Science Inquiry Trajectories Among Undergraduates

Melanie E. Peffer, David P. Quigley, Mehrgan Mostowfi

Science education reforms in the United States call for an emphasis on teaching of scientific practices, such as inquiry. Previous work examined expert versus novice practices in authentic science inquiry and found although experts have fairly consistent inquiry strategies, novices exist on …

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A Learning Analytics Approach to Scaffolding Scientific Modeling in the Classroom

David P. Quigley

Scientific modeling is increasingly important both in K-12 science education and the broader scientific community, but there are significant gaps in both our understanding of how people learn modeling and how we can support them in this process. This work takes a …

Using Learning Analytics to Understand Scientific Modeling in the Classroom

David P. Quigley, Conor McNamara, Jonathan Ostwald, Tamara Sumner

Scientific models represent ideas, processes, and phenomena by describing important components, characteristics, and interactions. Models are constructed across a variety of scientific disciplines, such as the food web in biology, the water cycle in Earth science, or the structure of the solar …

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Scientific modeling

David P. Quigley, Jonathan Ostwald, Tamara Sumner

Modeling has a strong focus in current science learning frameworks as a critical skill for students to learn. However, understanding students' scientific models and their modeling practices at scale is a difficult task that has not been taken up by the research …

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Using learning analytics in iterative design of a digital modeling tool

David P. Quigley, Conor McNamara, Tamara Sumner

Iterative design is a powerful method for developing digital classroom tools and curricula. We explore how infusing learning analytics into this process has influenced our development of EcoSurvey, a digital modeling tool for mapping the organisms and interactions in the local ecosystem. …

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Students' Responses to Curricular Activities as Indicator of Coherence in Project-Based Science.

William R. Penuel, Katie Van Horne, Samuel Severance, David P. Quigley et autres

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

Heather Leary, Samuel Severance, William R. Penuel, David P. Quigley et autres

This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a …

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