The metahistoreasoning tool: Fostering domain-specific metacognitive processes while learning through historical inquiry

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. © 2011 Springer-Verlag Berlin Heidelberg.