The Influence of Learner Characteristics on Conducting Scientific Inquiry Within Microworlds


In this study, we address whether learner characteristics can provide data to inform adaptive scaffolding of scientific inquiry skills in our learning environment, Science Assistments. We found that academic efficacy positively predicted students’ skills at generating hypotheses; another subscale, skeptical of school relevance, negatively predicted students’ skills at conducting controlled experiments, specifically controlling for variables strategies (CVS).

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