Towards a Teaching Analytics Tool for Supporting Reflective Educational (re) Design in Inquiry-Based STEM Education

Providing appropriate tool-supported guidance to students is an essential aspect of technology-supported inquiry-based STEM education, in order to facilitate them in engaging in diverse inquiry tasks. However, analyzing educational designs and evaluating the level of tool-supported guidance provided towards reflective remedying actions is not a trivial task, especially for novice STEM teachers. In this context, the paper presents the design and preliminary evaluation of an inquiry-based STEM Teaching Analytics Tool. This tool aims to visually analyze and evaluate existing educational designs in terms of the level of technology-supported guidance they offer and support teachers' reflective (re) design. The preliminary evaluation results attest to the high levels of accuracy of the proposed Teaching Analytics Tool and provide evidence of its capacity to inform future Teaching and Learning Analytics tools for facilitating STEM teachers to engage in data-driven reflective (re) design of their practice.