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November 29, 2007Metacognition and LearningOpen Access

Software scaffolds to promote regulation during scientific inquiry learning

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Authors

SMSarah ManloveAustralian Council for Educational ResearchALArd W. LazonderRadboud University NijmegenTJTon de JongUniversity of Twente

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Overview

Randomized trial evaluates software scaffolds' effectiveness in promoting regulation during inquiry learning.

Key Points

  • This research aims to design and evaluate online scaffolds to enhance self-regulation in inquiry learning environments.
  • Developed a regulative support tool called the Process Coordinator (PC) for planning, monitoring, and evaluating investigations.
  • 20 dyads used a full version of the PC with regulative support; 15 dyads used an empty PC with minimal support.
  • Conducted empirical evaluations to compare the effectiveness of both versions in lab report quality and model creation.
  • PC+ dyads had greater frequency and duration of regulative tool use compared to PC− dyads.
  • PC+ dyads produced higher-quality lab reports; the effect size suggests a significant improvement.
  • PC− dyads accessed help files more frequently and developed better domain models.

Cite This Study

Manlove et al. (2007) studied this question.

synapsesocial.com/papers/6a08daa7afc616802fe4acffhttps://doi.org/10.1007/s11409-007-9012-y
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