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ERIC Number: EJ784986
Record Type: Journal
Publication Date: 2007-Feb
Pages: 13
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1059-0145
The Impact of Student Self-Efficacy on Scientific Inquiry Skills: An Exploratory Investigation in "River City," a Multi-User Virtual Environment
Ketelhut, Diane Jass
Journal of Science Education and Technology, v16 n1 p99-111 Feb 2007
This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined the relationship between students' self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE, initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students' level of self-efficacy did not affect how many different sources from which they chose to gather data. These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students' self-efficacy and learning processes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A