Table 3.

Highlighted rows indicate areas of greatest growth when students’ self-efficacy in research skills is disaggregated

Strategy 1: I can use scientific knowledge to form a question about air quality.

Strategy 2: I can use science to help me make decisions that affect my health.

Strategy 3: I can ask a question about air quality that can be answered by collecting data.

Strategy 4: I can communicate a scientific procedure that examines air quality to others.

Strategy 5: I can record air quality data accurately.

Strategy 6: I can use data to create a graph about air quality for presentation to others.

Strategy 7: I can create a display to communicate my data and observations.

Strategy 8: I can analyze the results of a scientific investigation.

Strategy 9: I can use science terms to share my results.

Strategy 10: I can use models to explain my results.

Strategy 11: I can use the results of my investigation to answer science questions I pose.

Strategy 12: I can explain which science concepts guide my research questions.