ANALYZING STUDENT REASONING IN ASTROBIOLOGY MOOC WRITING

Abstract

This study examines student understanding and science reasoning within the Coursera MOOC Astrobiology: Exploring Time and Space. Using a mixed-methods approach, we quantitatively analyzed the correlation between essay scores and word count, alongside qualitative content analysis of reasoning and thematic patterns in student essays compared to expert writing. The methodology integrated detailed coding of essays, emphasizing factors like planetary characteristics, habitability criteria, and evolutionary potential. Results indicate that students often mirror expert-like reasoning when discussing well-defined scientific concepts such as surface water but tend to speculate more when dealing with uncertain or complex topics such as exoplanetary atmospheres. The study reveals significant differences in the application of scientific reasoning and the depth of content knowledge between students and experts, particularly in the extrapolation of life's potential on exoplanets based on limited empirical data. This research underscores the potential of MOOCs to democratize access to science education, emphasizing the importance of student writing and peer review as learning and assessment tools. By demonstrating the reasoning patterns that contribute to successful learning outcomes, the findings contribute to the understanding of educational engagement in science MOOCs, suggesting that while students are capable of approaching expert reasoning, targeted instructional interventions are necessary to bridge gaps in critical thinking and scientific understanding.