High-School Students' Regulation of Learning During Computer-Based Science Inquiry

Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal...

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Bibliographic Details
Published in:Journal of educational computing research 2005, Vol.33 (2), p.189-217
Main Authors: Winters, Fielding I., Azevedo, Roger
Format: Article
Language:English
Subjects:
Biology
Computer Assisted Instruction
Computer Software
Genetics
High School Students
Inquiry
Prior Learning
Science Instruction
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Summary:Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal process data and pre- and post-test product data. The low prior knowledge students gained significantly in conceptual understanding from pre- to post-test, whereas the high prior knowledge students' understanding did not significantly change. In an analysis of their verbalizations, low prior knowledge students regulated their learning by relying on their partners for cognitive and other regulatory support whereas the high prior knowledge students spent most of their time regulating their own learning or providing external support for their lower prior knowledge peer. The results of this naturalistic study can potentially be used to inform educational practice by highlighting scaffolds that may foster self-regulated learning in a CBLE-mediated science inquiry context.
ISSN:0735-6331
1541-4140
DOI:10.2190/F7HM-9JN5-JUX8-4BM9