Enhancing scientific discovery learning through metacognitive support |
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Authors: | Josef Künsting Julian Kempf Joachim Wirth |
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Institution: | 1. University of Regensburg, Department of Educational Science, Germany;2. University of Kassel, FB01, Institute of Educational Science, Germany;3. Ruhr-University Bochum, Department of Research on Learning and Instruction, Germany |
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Abstract: | Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. |
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Keywords: | Scientific discovery learning Metacognitive support Learning goals Conceptual knowledge gain Strategy use Motivational and emotional states Cognitive load |
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