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

职业：自我调节学习在学生利用超媒体理解科学方面的作用

• 批准号: 0731828
• 负责人: Roger Azevedo
• 金额: $ 11.48万
• 依托单位: University of Memphis
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-03-07 至 2008-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0731828&HistoricalAwards=false
• 关键词: CAREER; Role; Self; Regulated; Learning

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.

本项目主要研究自我调节学习（SRL）在学生使用超媒体理解科学中的作用。SRL正在成为教育和心理学研究中的一个重要问题。SRL是一个积极的、建设性的过程，学习者为他们的学习设定目标，然后试图在这些目标的服务中监视、调节和控制他们的认知、动机和行为。SRL受到个人特征和环境上下文特征的指导和约束（Pintrich, 2000）。在过去的三十年里，srl研究的重点一直放在学习者的学术学习和成就上，并逐渐包括对认知策略、元认知、动机和任务参与的强调（最近的一篇综述见Paris &amp；Paris, 2001）。SRL的广泛范围吸引了那些试图了解学生如何在教育追求中变得熟练和独立的教育研究人员。无论SRL被视为一套可以明确教授的技能，还是作为随着经验（在一个领域、主题或任务中）而出现的自我调节的发展过程，教师都可以为所有年龄段的学生提供信息和机会，帮助他们成为有策略、有动力和独立的学习者。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。在使用超媒体环境学习复杂科学主题时，学生如何调节自己的学习？在使用超媒体进行复杂科学主题的合作学习时，学生对和教师使用了哪些与自我调节和共同调节相关的过程？什么样的教学条件能更有效地培养自主学习能力？科学教师如何为所有年龄段的学生提供信息和机会，帮助他们成为更有策略、更有动力、更独立的学习者？SRL可以作为一组技能明确地教授吗？或者它是一个从经验中产生的发展过程（在任务、主题或领域中）。NSF职业项目将通过研究探索这些问题，为学生在超媒体环境（CircSysWeb和RiverWeb）下自主学习两个复杂的科学主题（循环系统和生态系统）开辟新的方向。在此过程中，研究目标将是：(1)扩大对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超媒体环境下个人学习和协作学习中的作用；(3)考察在超媒体环境下科学学习过程中（师生之间）共同构建目标的有效性；(4)考察策略教学训练在培养学生利用超媒体自主学习和协同学习中的有效性；(5)研究自适应网络超媒体环境在检测、建模和促进学生自主和共同调节的科学学习方面的有效性。