Please use this identifier to cite or link to this item:
Title: Promoting Science Self-Concept with Inquiry-based Curricula
Authors: Stieff, Mike
Werner, Stephanie M.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Stieff, M. & Werner, S. M. (2021). Promoting Science Self-Concept with Inquiry-based Curricula. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 927-928). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Science self-concept is a strong predictor of engagement in science learning and career choice. Students who report higher science self-concept display more self-efficacy and greater achievement in their science courses, which positions the construct as a potential target of curriculum interventions. Here, we report our interim findings regarding the potential of a technology-infused guided-inquiry curriculum, The Connected Chemistry Curriculum, for improving students’ chemistry self-concept. Using data from a longitudinal study of the curriculum’s efficacy, we analyzed improvements in 1048 students’ chemistry self-concept after using Connected Chemistry for an academic year. The results show that CCC significantly improves students’ chemistry self-concept compared to business-as-usual practices.
Appears in Collections:ISLS Annual Meeting 2021

Files in This Item:
File SizeFormat 
927-928.pdf236.98 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.