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

本研究的重点是自我调节学习（SRL）在学生利用超媒体理解科学中的作用。学生自主学习是教育学和心理学研究中的一个重要课题。自主学习是一个积极的、建设性的过程，学习者通过自主学习为自己的学习设定目标，并试图监控、调节和控制自己的认知、动机和行为，以服务于这些目标。SRL受个人特征和环境的背景特征的指导和约束（Pintrich，2000）。在过去的三十年里，自主学习研究的重点一直是学习者的学术学习和成就，并逐步包括对认知策略，元认知，动机和任务参与的重视（最近的评论见巴黎巴黎，2001年）。SRL的广泛范围吸引了教育研究人员，他们试图了解学生如何在他们的教育追求中变得熟练和独立。无论自主学习被看作是一套可以明确教授的技能，还是随着经验（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的、有动力的和独立的学习者。然而，在提出实际的课堂含义之前，有几个理论和实践问题需要进一步研究。在使用超媒体环境学习复杂的科学课题时，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协作学习中，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？什么样的教学条件对学生自主学习能力的培养更有效？科学教师如何为各个年龄段的学生提供信息和机会，帮助他们成为更有策略、更有动力和更独立的学习者？自主学习可以明确地作为一套技能来教吗？还是说它是一个从经验中产生的发展过程（在任务、主题或领域内）。这个NSF职业项目将通过研究探索这些问题，在学生自主学习两个复杂的科学主题方面开拓新的方向。（循环系统和生态系统）与超媒体环境（CircSysWeb和RiverWeb）的研究目标是：（1）扩大跨发展水平和背景的自我调节学习研究;（2）探讨超媒体环境下个体学习和协作学习中自我调节和合作调节的作用;（3）考察目标共建的有效性（4）探讨策略教学训练对培养学生在超媒体环境下自主学习和合作学习的有效性;（5）检验自适应网络超媒体环境在检测、模拟和促进学生自主和合作学习科学方面的有效性。

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.