Reflective Inquiry: Enabling Group Self-regulation in Inquiry-based Science Using the Progress Portfolio Tool

摘要

This paper discusses how an inquiry-support software, the Progress Portfolio, c; n 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 n onitoring their work.