CAREER: The Role of Self-Regulated Learning in Students' Understanding of Science with Hypermedia

本研究旨在探讨自我调节学习(SRL)在学生利用超媒体理解科学中的作用。自主性学习正在成为教育和心理学研究中的一个重要问题。自主学习是一个积极的、建设性的过程，学习者为自己的学习设定目标，然后试图监控、调节和控制自己的认知、动机和行为，以服务于这些目标。自主学习受到个人特征和环境语境特征的指导和制约(PINTERICH，2000)。在过去的三十年里，SRL研究的重点一直是学习者的学术学习和成就，并逐渐包括对认知策略、元认知、动机和任务投入的关注(最近的一篇综述见巴黎和巴黎，2001)。SRL的广泛范围吸引了教育研究人员，他们希望了解学生是如何在教育追求中变得熟练和独立的。无论SRL被认为是一套可以明确传授的技能，还是随着经验(在一个领域、主题或任务内)出现的自我调节的发展过程，教师都可以向所有年龄段的学生提供信息和机会，帮助他们成为具有战略意义的、有动机的和独立的学习者。然而，在提出实际的课堂意义之前，有几个理论和实证问题需要进一步研究。学生在使用超媒体环境学习复杂的科学课题时，如何调节自己的学习？在使用超媒体进行复杂科学课题的协作学习时，学生对和教师使用哪些与自我调节和共同调节相关的过程？什么样的教学条件更有利于学生自主学习能力的培养？科学教师如何为各个年龄段的学生提供信息和机会，从而帮助他们成为更有策略、更有动机和更独立的学习者？SRL可以明确地作为一套技能来教授，还是它是一个发展过程(在一个任务、主题或领域内)。这个NSF职业项目将通过研究探索这些问题，在超媒体环境(CircSysWeb和RiverWeb)下，学生对两个复杂的科学主题(循环系统和生态系统)的自我调节学习形成新的方向。在这样做的过程中，研究目标将是：(1)扩大关于跨发展水平和背景的自我调节学习的研究；(2)研究自我调节和协同调节在个人和超媒体环境下的协作学习中的作用；(3)考察在科学学习和超媒体环境中(教师和学生之间)共同建构目标的有效性；(4)考察策略教学培训在培养学生利用超媒体进行自我和协同调节学习方面的有效性；以及(5)考察适应性网络超媒体环境在检测、建模和培养学生自我和协同调节的科学学习方面的有效性。

This project focuses on the role of self-regulatedlearning (SRL) in students' understanding of science with hypermedia. SRL isemerging as a significant issue in educational and psychological research. SRL is an active, constructive processwhereby learners set goals for their learning and then attempt to monitor,regulate, and control their cognition, motivation, and behavior in the serviceof those goals. SRL is guided and constrained by both personal characteristicsand the contextual features of the environment (Pintrich, 2000). The focus ofSRL research over the last three decades has been on learners' academic learningand achievement and has progressively included emphases on cognitive strategies,metacognition, motivation, and task engagement (for a recent review see Paris &Paris, 2001). The broad scope of SRL appeals to educational researchers who seekto understand how students become adept and independent in their educationalpursuits. Whether SRL is viewed as a set of skills that can be taught explicitlyor as developmental processes of self-regulation that emerge with experience(within a domain, topic, or task), teachers can provide information andopportunities to students of all ages that will help them become strategic,motivated, and independent learners. There are, however, several theoretical andempirical issues that need further research before practical classroomimplications can be put forth. How do students' regulate their own learning whenusing a hypermedia environment to learn about complex science topics? Whichprocesses related to self- and co-regulation do student pairs and teachers useduring collaborative learning of complex science topics with hypermedia? Whatkinds of instructional conditions are more effective in fostering SRL? How canscience teachers provide information and opportunities to students of all agesthat can help them become more strategic, motivated, and independent learners?Can SRL be taught explicitly as a set of skills or is it a developmental processthat emerges from experience (within a task, topic, or domain).This NSF Career project will explore thesequestions through research that forges new directions in the area of students'self-regulated learning of two complex science topics (the circulatory systemand ecological systems) with hypermedia environments (CircSysWeb and RiverWeb).In doing so, the research goals will be: (1) To scale-up research onself-regulated learning across developmental levels and contexts; (2) To examinethe role of self- and co-regulation during individual and collaborative learningwith hypermedia environments; (3) To examine the effectiveness ofco-construction of goals (between teacher and students) during learning ofscience with hypermedia environments; (4) To examine the effectiveness ofstrategy instruction training in fostering students' self- and co-regulatedlearning with hypermedia; and, (5) To examine the effectiveness of adaptiveweb-based hypermedia environments in detecting, modeling, and fosteringstudents' self- and co-regulated learning of science.