Abstract
Fostering first grade high school students’ sense of vocation through inquiry learning about local companies, a learning environment that support active inquiry, personalized mastering knowledge and skills and self-regulated learning was developed. We evaluated this learning environment by log data of personalized learning module, description of self-regulated learning module, evaluation of students’ presentation and students’ interview. Consequently, commitment of personalized learning and amount of reflection and performance of presentation were positively correlated. It suggested that acquiring skills for inquiry and self-regulation in this learning environment contributed to students’ performance.
