Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments

Abstract

Narrative-centered learning environments provide engaging, story-centric virtual spaces that afford opportunities for discreetly embedding pedagogical guidance for content knowledge and problem-solving skill acquisition. Students’ abilities to self-regulate learning significantly impact performance in these environments and are critical for academic achievement and lifelong learning. This chapter explores the relationship between narrative-centered learning environments and self-regulation for science learning. Connections are drawn between the salient characteristics of narrative-centered learning environments and principles for promoting self-regulation in science education. These relationships are further explored through an examination of the Crystal Island learning environment. The chapter investigates the hypothesis that narrative-centered learning environments are particularly well suited for simultaneously promoting learning, engagement, and self-regulation. Empirical support is provided by a summary of findings from a series of studies conducted with over 300 middle school students.