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dc.contributor.authorStieff, Mike
dc.contributor.authorWerner, Stephanie M.
dc.coverage.spatialBochum, Germanyen_US
dc.identifier.citationStieff, 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.en_US
dc.description.abstractScience 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.en_US
dc.format.extentpp. 927-928
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titlePromoting Science Self-Concept with Inquiry-based Curriculaen_US
dc.typeConference Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

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