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 a continuum. In this paper, we extend our previous qualitative work to quantitatively analyze differences in inquiry practices among novices. Using clustering analysis, we found that nonscience majors who performed simple investigations tended to cluster together and biology majors who performed complex investigations also tended to cluster together. We observed two additional clusters that contain both nonscience majors and biology majors, but who performed distinct inquiry strategies. This raises some critical questions about how to pedagogically target students within each cluster.

The authors present image transformations that allow for checking and better understanding the graphical capacities of various languages and the place of programming in artistic production. The goal of this tutorial-style chapter is to introduce curious artists to basic programming concepts such as variables, arrays, loops, condition structures, classes, and functions through coding visualization of a simple 2-dimensional shape, a horse rider. At the same time, the goal is to make computer scientists more comfortable with the visual ways of dealing with concepts and objects to be programmed. How more complicated digital art can be produced through transformation using programming is also briefly discussed. Pointers to more advanced artistic techniques are also given. These techniques use transformations of code-driven lines to turn them into sculptures, photo silkscreens, photolithographs, knitted fractals, etc.