Interactions between Inquiry Processes in a Web-Based Learning Environment

摘要

In this study, we analyzed the application of a web-based learning environment named “Young Researcher” (http://bio.edu.ee/teadlane) in developing learners'' transformative and regulative inquiry skills. We designed a theoretical framework of interactions between inquiry processes and tested it empirically. Data were collected during an all-Estonian competition in which 268 pairs of students from grades 6 to 12 (aged 10-18) participated. During the competition, five problem-solving tasks were solved in the “Young Researcher” learning environment. The analysis of the results demonstrated that the learning environment was suitable for developing transformative inquiry skills and regulative planning skills. It also revealed that the students were actively monitoring and evaluating their learning. Significant interactions were found between planning and transformative inquiry skills, while correlations between other regulative skills and between these regulative skills and transformative skills did not appear.