Abstract
Learning through historical inquiry requires that students engage in domain-specific metacognitive strategies. For example, students need to be aware that causes of historical events are often unknown or uncertain and they need strategies for resolving such ambiguity. In this paper, we provide an overview of the theoretical, instructional, and empirical foundations of the MetaHistoReasoning Tool Training Module. This computer-based learning environment is designed to facilitate the acquisition of metacognitive strategies that are critical in learning through historical inquiry. We review findings pertaining to (1) the classes of self-explanations generated and (2) the accuracy of categorizations made by students. We discuss these findings in terms of developing an artificial pedagogical agent capable of appropriately delivering instructional explanations and effectively prompting self-explanations.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Azevedo, R., Feyzi-Behnagh, R.: Dysregulated Learning with Advanced Learning Technologies. Journal of e-Learning and Knowledge Society 7(2), 9–18 (2011)
Greene, J.A., Bolick, C.M., Robertson, J.: Fostering Historical Knowledge and Thinking Skills Using Hypermedia Learning Environments: The Role of Self-Regulated Learning. Computers & Education 54, 230–243 (2010)
Poitras, E., Lajoie, S., Hong, Y.-J.: The Design of Technology-Rich Learning Environments as Metacognitive Tools in History Education. Instructional Science (2011)
Poitras, E., Lajoie, S., Nokes, J., Hong, Y.-J.: The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds.) AIED 2011. LNCS, vol. 6738, pp. 609–611. Springer, Heidelberg (2011)
Poitras, E., Lajoie, S.: A Metacognitive Framework to Improve Learning through Historical Inquiry. Contemporary Educational Psychology (in preparation)
Renkl, A., Hilbert, T., Schworm, S.: Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account. Educational Psychology Review 21(1), 67–78 (2009)
Van Gog, T., Rummel, N.: Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives. Educational Psychology Review 22, 155–174 (2010)
Hicks, D., Doolittle, P.E.: Multimedia-Based Historical Inquiry Strategy Instruction. Do Size and Form Really Matter? In: Research on Technology in Social Studies Education, pp. 127–154. Information Age Publishing, Greenwich (2009)
Azevedo, R., Moos, D.C., Johnson, A.M., Chauncey, A.D.: Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist 45(4), 210–223 (2010)
Schworm, S., Renkl, A.: Computer-Supported Example-Based Learning: When Instructional Explanations Reduce Self-Explanations. Computers & Education 46(4), 426–445 (2006)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Poitras, E., Lajoie, S., Hong, YJ. (2012). Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_66
Download citation
DOI: https://doi.org/10.1007/978-3-642-30950-2_66
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-30949-6
Online ISBN: 978-3-642-30950-2
eBook Packages: Computer ScienceComputer Science (R0)