This study investigates student and teacher regulation of learning during a 7-day technology-enhanced inquiry unit on the topic of global warming, and changes in students’ strategies for learning science after interacting with the curriculum. Results reveal that students engage in some productive learning strategies promoted in the design of the project, such as learning with visualizations and collaborating with others. Students reported the visualizations to be the most helpful to their learning. The teacher provided the most guidance to students in the form of high-level questions that prompted students to make connections and to monitor their comprehension during days when the students interacted with the visualizations. After completion of the project, students reported engaging in more active and productive strategies for learning and monitoring their understanding of new science material. Implications and plans for further research are discussed.
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