Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

“…Zhang, Hsu, Wang, and Ho (2015) showed that metacognitive prompts helped students monitor and evaluate their learning, and promoted scientific understanding while engaging in scientific inquiry. Sandi-Urena, Cooper, and Stevens (2011) showed that metacognitive prompts aimed at fostering planning, monitoring, and evaluating, improved college students' problem-solving skills.…”

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments

“…Chen and Chiu (2015) used collaboration scripts as metacognitive scaffolding, while applied the COPES model to design metacognitive scaffolding for experimental goal setting and planning. Other studies have also found that the mixture of cognitive and metacognitive scaffolding could enhance learners' cognitive skills (Berthold, Nuckles & Renkl, 2007;Zhang et al, 2015). Furthermore, a meta-analysis of 33 empirical studies in SRL within computer-based learning environments revealed that the characteristics of learners and the features of tasks (including the types of SRL supports) affect the quality of learners' SRL (Winters, Greene & Costich, 2008).…”

“…The metacognitive scaffolding functions as a guide that reminds learners to reflect on their goals and to find available resources and methods to solve problems (Hannafin, Land & Oliver, 1999). Three types of mechanism were used as metacognitive scaffolding or metacognitive tools in technology-infused learning environments (Zimmerman & Tsikalas, 2005): & Immediate feedback, which could facilitate learners to monitor and evaluate their learning, & Persistent display of task-related information, which could encourage learners to monitor their learning progress, and & Collaborative workspaces, which could provide students an indication of their learning status from others' perspectives Metacognitive scaffolding in general leads learners to monitor their learning process, identify difficulties, and take productive moves or adjustments to reach their learning goals (Zhang, Hsu, Wang & Ho, 2015). In contrast, cognitive scaffolding was used to help learners overcome their learning difficulties due to their lower-level cognition, such as conceptual understanding, procedural knowledge, and strategies (Davis, 2003;Nuckles, Hubner & Renkl, 2008).…”

Magazine Based On Guided Inquiry-An Innovation to Overcome Natural Science Learning Difficulties in Elementary Schools

“…Furthermore, cognitive and metacognitive attributes have strong links with learners' inquiry processes, especially the planning and analyzing skills. Therefore, science magazine, as an integrated learning resource of inquiry, has the ability to train students starting from the planning to the evaluation of outcomes (Zhang, Hsu, Wang, & Ho, 2015). It, however, requires more than teaching but also investigative and analytical skills from the teachers (Bryce, Wilmes, & Bellino, 2015).…”