Supporting technology-enhanced inquiry through metacognitive and cognitive prompts

摘要: The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds were developed, namely cognitive metacognitive prompts. We employed a multiple case design analyze students' reactions these two prompts the fading effect on regulation process using sequential analysis technique. results indicate that high level group performed not only more actions monitoring evaluating, but also them different sequences than less successful students (the middle low groups) during prompted tasks. identified crucial patterns both structured guided stages. findings can be used explore possible alignment between scaffolding behaviors, mechanism inquiry-based CBLEs. Exploration behaviors.Examination developing practices.Metacognitive tasks