Reflective inquiry: enabling group self-regulation in inquiry-based science using the progress portfolio tool
نویسندگان
چکیده
This paper discusses how an inquiry-support software, the Progress Portfolio, can help students engage in reflective inquiry. We argue that self-regulation is one of the most critical components of reflective inquiry and present an empirical case of how the Progress Portfolio tool was designed to enable students to become self-regulated in their learning. Even though there is a rich literature on self-regulation, little has been written about group self-regulation in inquiry-based science. Preliminary results from a study with middle school students show that students do use the Progress Portfolio tool to engage in self-regulating cognitive activities, such as setting goals, planning, and monitoring their work.
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