Software scaffolds to promote regulation during scientific inquiry learning |
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| Authors: | Sarah Manlove Ard W Lazonder Ton de Jong |
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| Institution: | (1) Department of Instructional Technology, University of Twente, Enschede, The Netherlands;(2) Department of Instructional Technology, University of Twente, P.O. Box 217, 7500 Enschede, The Netherlands |
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| Abstract: | This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The
learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to
create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning,
monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received
a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency
and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed
the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed
and suggestions for future research are advanced. |
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| Keywords: | Self-regulation Inquiry learning Collaboration Science teaching |
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