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This article argues for the use of self-study as a research methodology for learning technology scholars to advance knowledge and improve practice in the use of emerging technologies in the classroom. It reports on a self-study conducted on the use of the Second Life multi-user virtual environment (MUVE) in a graduate level seminar entitled "Educational Media Theory." The article details the experience of the professor and the students in using the Second Life MUVE and it highlights the specific teaching and learning issues that arose as a result of using the technology. Through an examination of the data, I identify the assumptions based on personal interest and epistemological commitments, which led to problems in introducing the technology in the course. These problems were addressed through revising the syllabus to create scaffolds for student learning with the Second Life environment. The broader implications of the study regard the impact of student expectations and prior knowledge on the trajectory of the use of a technology in a course and the issue of student safety, which is raised when social technologies are used in the classroom. Adaptations to teaching methods to address such issues are discussed. (Contains 1 table.)

The purpose of this study is to examine the relationship of middle school students' perceptions of the ideal science stu-dent to their problem solving activity and conceptual under-standing in the applied science area of robotics. Twenty-six 11 and 12 year-olds (22 boys) attending a summer camp for academically advanced students participated in the study. This correlational study utilizes survey and observational data. Students completed the ideal science student survey and individually engaged in a problem solving activity that was videotaped. Students were instructed to think-aloud during the problem solving session. The final programming solution students created was scored using a conceptual rubric. Two dominant perceptions of the ideal science student were iden-tified, a traits-based view and a process-oriented view. Stu-dents with a traits-based view tended to use domain general strategies to solve the robotics problem. Whereas, students with a process-oriented view tended to use domain specific strategies, Chi-Square (1, n=24) = 4.608, p = .03. Students with the process-oriented view evidenced stronger conceptual understanding in their final program solutions as revealed by an ANOVA, F (1, 22) = 5.367, p = .03. Qualitative analysis of the data indicates that students with the process-oriented view modeled, verified and expanded their understanding of the use of specific tools in the environment. Implications of these findings for pre-service science teachers and the design of learning environments are discussed. [ABSTRACT FROM AUTHOR]