An Epistemic Network Analysis of STEM Identity Exploration in Virtual Learning Environments

Abstract

This paper reports group findings from three sessions of Virtual City Planning, a play-based course that supported the exploration of environmental science identities mediated by a virtual learning environment (Philadelphia Land Science), and supportive classroom activities. The Projective Reflection theoretical framework structured assessment of virtual and classroom data for 54 middle schoolers in a local science museum. Epistemic Network Analysis (ENA) was used to visualize different processes of identity exploration enacted by each session. Epistemic networks of class data by time period illustrated similar trajectories of identity exploration across sessions as an increase in personal interest and valuing of the domain over time, while paired-sample t-tests found chronological differences to be statistically significant across all sessions. Results illustrate ways in which virtual learning environments can support identity exploration and the potential future acquisition of science careers. The utility of ENA for visualizing identity exploration trajectories is also demonstrated.