Abstract
Learning through historical inquiry requires that learners engage in domain-specific metacognitive regulatory processes. Moreover, there is a pressing need to assist students to regulate certain aspects of their learning. One potential solution is to design technology-rich learning environments as metacognitive tools. In doing so, we aim to evaluate the effectiveness of the scaffolding mechanisms embedded in the MetaHistoReasoning Tool. This computer-based learning environment is designed to support learners in terms of monitoring and controlling the inquiry process as a means to facilitate their construction of coherent multi-layered mental representations of historical events.
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Poitras, E., Lajoie, S., Nokes, J., Hong, YJ. (2011). The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_117
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DOI: https://doi.org/10.1007/978-3-642-21869-9_117
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