The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether performance on the science assessment was equitable for students with different levels of computer game self-efficacy, including whether gender differences were observed. We examined 407 middle school students' scientific inquiry self-efficacy and computer game self-efficacy before and after completing a computer game-like assessment about a science mystery. Results from path analyses indicated that prior scientific inquiry self-efficacy predicted achievement on end-ofmodule questions, which in turn predicted change in scientific inquiry self-efficacy. By contrast, computer game self-efficacy was neither predictive of nor predicted by performance on the science assessment. While boys had higher computer game self-efficacy compared to girls, multi-group analyses suggested only minor gender differences in how efficacy beliefs related to performance.Implications for assessments with virtual environments and future design and research are discussed.

This article examines the components of a theoretical problem-based learning framework adopted by a reform-minded tertiary institution in Singapore in order to shift away from traditional models of didactic instruction. The goals of this framework are to enhance the ways in which students think and augment knowledge building within authentic problem-solving contexts. Students' reflections of their experiences in operating within the problem-based learning environment are descriptively analysed to draw insights into the pedagogical implications of this framework. Both the underlying strengths and shortcomings of this innovative framework as perceived by students are documented to better understand the potential value of implementation of a problem-based learning paradigm.

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STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.

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