Title:	SUPPORT FOR INQUIRY THROUGH REFLECTION OF REGULATIVE ACTIVITIES: EXPERIENCES IN THE LEARNING ENVIRONMENT YOUNG RESEARCHER
Author(s):	Margus Pedaste, Mario Mäeots, Äli Leijen, Tago Sarapuu
ISBN:	978-989-8533-04-3
Editors:	Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2011
Edition:	Single
Keywords:	Web-based learning environments, inquiry learning, reflection, self-regulated learning.
Type:	Full Paper
First Page:	35
Last Page:	42
Language:	English
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Paper Abstract:	In the current study we employed the Web-based inquiry-learning environment Young Researcher. In this environment, inquiry processes are supported by various scaffolds to enhance students’ self-regulation. The focus is on reflection that guides students to effective analysis of regulative activities. Assignments for reflection are given after several stages of inquiry. In our paper we introduce the learning environment Young Researcher and how its design principles support the acquisition of both transformative and regulative inquiry skills through reflective activities. Our empirical studies demonstrate that this environment enables teachers to bridge the gap between theory and practice, and also provides learners with different types of scaffolds. In our study we tested this learning environment in competitive conditions in which not only transformative inquiry skills were developed but also the quality of students’ regulative processes. The outcomes show that in the reflection phase, students’ regulative activities should be discussed to enhance their capabilities in transformative inquiry activities. It guided pairs of students toward significant improvements in formulating research questions and hypotheses, in planning study and drawing conclusions, and increased their quality of all regulative activities—planning, monitoring, and evaluation. In addition, it was found that all regulative activities correlate moderately to the level of transformative inquiry skills. Therefore, students’ reflection of regulative activities should be supported in order to achieve higher gains in inquiry learning.
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