Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment
Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment
复制标题
在探究式学习环境中发现自我调节学习者的行为模式
DOI：
10.1007/978-3-642-39112-5_22
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发表时间：
2013
影响因子：
--
通讯作者：
James C. Lester
中科院分区：
文献类型：
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作者：
Jennifer Sabourin;Bradford W. Mott;James C. Lester
探究式学习被认为是学生接触科学的一种自然而真实的方式。基于探究的学习环境通常要求学生在收集数据、提出和检验假设并得出结论时指导自己的学习和探究过程。有些学生是高度自我调节的学习者，能够有效地指导和监督自己的学习活动。不幸的是，许多学生缺乏这些技能，因此在开放式的，以探究为基础的环境中不太成功。这项工作探讨了在一个开放式的，基于游戏的学习环境，水晶岛的查询行为模式的差异。差分序列挖掘用于识别低、中和高自我调节学习者使用的有意义的行为模式。结果表明，自我调节的学习者从事更有效的解决问题的行为，并表现出不同的模式使用所提供的认知工具。所确定的模式有助于进一步深入了解SRL在基于探究的学习中的作用，并为未来的脚手架方法提供信息。
Inquiry-based learning has been proposed as a natural and authentic way for students to engage with science. Inquiry-based learning environments typically require students to guide their own learning and inquiry processes as they gather data, make and test hypotheses and draw conclusions. Some students are highly self-regulated learners and are able to guide and monitor their own learning activities effectively. Unfortunately, many students lack these skills and are consequently less successful in open-ended, inquiry-based environments. This work examines differences in inquiry behavior patterns in an open-ended, game-based learning environment, Crystal Island. Differential sequence mining is used to identify meaningful behavior patterns utilized by Low, Medium, and High self-regulated learners. Results indicate that self-regulated learners engage in more effective problem solving behaviors and demonstrate different patterns of use of the provided cognitive tools. The identified patterns help provide further insight into the role of SRL in inquiry-based learning and inform future approaches for scaffolding.