Document Type
Article
Department/Program
Education
Publication Date
2014
Journal
Contemporary Educational Psychology
Volume
39
First Page
112
Last Page
123
Abstract
We explored Grade 6 students‘ (n = 202) self-efficacy, epistemic beliefs, and science interest over a 10-day virtual ecology curriculum. Pre- and post-surveys were administered, and analyses revealed that (1) students became more self-efficacious about inquiring scientifically after participating in the activity; (2) students on average evinced a shift toward more constructivist views about the role of authority in justifying scientific claims; (3) students who identified more strongly with being a science person evinced greater gains in self efficacy, developed a less constructivist view about the role of authority in justifying claims, and became more interested in science overall; and (4) students who held an incremental theory of ability evinced greater gains in self-efficacy. We discuss the implications of these findings for science educators and instructional designers in the design and use of immersive virtual worlds for middle school science students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Chen, Jason A.; Metcalf, Shari J.; and Tutwiler, M. Shane, "Motivation and Beliefs about the Nature of Scientific Knowledge Within an Immersive Virtual Ecosystems Environment" (2014). Articles. 14.
https://scholarworks.wm.edu/articles/14
