The Effect of Inquiry Activities on Elementary Students' Enjoyment, Ease, and Confidence in Doing Science: An Analysis by Sex and Race

The study reported here assessed changes in elementary students' enjoyment, ease, and confidence in doing science. Responses were gathered before and after students participated in inquiry activities concerning electricity. All responses were analyzed by sex and race. Participation in inquiry activities increased both African-American and Caucasian girls' enjoyment of electricity topics, thereby decreasing the difference between boys' and girls' responses. However, regardless of the inquiry experience, Caucasian girls expressed less self-confidence in their scientific ability and found the electricity topic to be more difficult than did African-American girls or boys in both racial groups. Although all students indicated equally high confidence in their ability to be an electrician after the inquiry activities, boys continued to express sex-role stereotypic views of that career.