Eric Poitras, Susanne Lajoie, Yuan-Jin Hong
Learning through historical inquiry requires that students engage in domain-specific metacognitive strategies. For example, students need to be aware that causes of historical events are often unknown or uncertain and they need strategies for resolving such ambiguity. In this paper, we provide an overview of the theoretical, instructional, and empirical foundations of the MetaHistoReasoning Tool Training Module. This computer-based learning environment is designed to facilitate the acquisition of metacognitive strategies that are critical in learning through historical inquiry. We review findings pertaining to (1) the classes of self-explanations generated and (2) the accuracy of categorizations made by students. We discuss these findings in terms of developing an artificial pedagogical agent capable of appropriately delivering instructional explanations and effectively prompting self-explanations.
The final publication is available at Springer via https://doi.org/10.1007/978-3-642-30950-2_66.