Abstract
MILA–T (MILA–Tutoring) is constructed to give students explicit instruction on scientific modeling and inquiry, intending in part to help cultivate positive attitudes toward science. The results of a two-week controlled experiment using MILA–T in middle school classroom show a significant effect of MILA–T on students’ attitudes towards science.
Attitudinal Gains from Engagement with Metacognitive Tutors in an Exploratory Learning Environment
