WTF? detecting students who are conducting inquiry without thinking fastidiously
UMAP'12 Proceedings of the 20th international conference on User Modeling, Adaptation, and Personalization
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It is broadly recognized that science literacy means that learners have content knowledge, have process skills for conducting inquiry, and have an epistemological understanding of the nature of science (Perkins, 1986). Although this definition prescribes the knowledge ontologies learners need, it is not clear that these forms of knowledge are sufficient to characterize the variance observed in students' scores on conceptual post-test scores. More recently, there has been interest within the intelligent tutoring community in obtaining data on important student characteristics in order to better explain the variance observed in conceptual learning scores.