A learning analytics approach to characterize and analyze inquiry-based pedagogical processes

Abstract

Here we describe the use of learning analytics (LA) for investigating inquiry-based science instruction. We define several variables that quantify curriculum usage and leverage tools from process mining to examine inquiry-based pedagogical processes. These are initial steps toward measuring and modeling fidelity of implementation of a science curriculum. We use data from one school district's use of an online science curriculum (N=1,021 teachers and nearly 330,000 page views).