The effect of metacognitive training and prompting on learning success in simulation‐based physics learning

Abstract

Computer‐based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners’ activities. Thus, our motivation was to investigate whether direct or indirect metacognitive scaffolding (i.e., training and prompting, respectively) or a combination of both during simulation‐based learning leads to better learning outcomes compared to simulation‐based learning alone. Employing a 2 × 2 factorial design (N = 99 Austrian secondary school students), we explored the role of metacognitive training prior to the use of simulations and the role of metacognitive prompting during the learning phase. Four different conditions were compared in relation to knowledge about the principle of energy conservation. A pre‐ and posttest assessing knowledge acquisition, metacognitive behavior, cognitive load, and mental effort was applied. At first glance, the results indicate no main effects for training and prompting, and no interaction effect. A closer look at the actual use of prompting after the empirical data were obtained, however, reveals a significant impact of the metacognitive strategies employed on performance in the posttest, with higher scores in the condition where appropriate prompting was used. This result emphasizes the importance of guidance during simulation‐based learning.

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“…With reference to the conceptual framework presented here, this combination of activities yields the possibility of enhancing the development of competencies in all domains, cognitive, psychomotor, and affective. The computer simulations allowed students to explore the topic by changing variables and observing the outcomes (Moser, Zumbach & Deibl, 2017). They experimented and observed the results.…”

The Development of Virtual Laboratory Learning Media for The Physical Optics Subject

“…The use of computer simulations contributes positively to the success of physics learning (Amadeu & Leal, 2013); Virtual lab experience and computerbased visualization allow students to interact with scientific concepts that are difficult to observe directly (Chiu, Dejaegher, & Chao, 2015); it makes learning interesting and allows students to actively manipulate graphical visualization of complex phenomena (Moser, Zumbach, & Deibl, 2017); and provides opportunities for students to plan, organize, and control learning with a high level of flexibility (Arista & Kuswanto, 2018). Modeling and simulation of laboratory experiments can help students overcome obstacles in cost (Ahmed & Hasegawa, 2014), time, and security (Kurniawati & Fatisa, 2016).…”

Metacognição e Ensino de Física: Revisão de Pesquisas Associadas a Intervenções Didáticas

“…A análise sobre as pesquisas revelou que seis dos 16 estudos dedicam uma ou mais seções a discutir, de forma mais aprofundada, o conceito de metacognição, abrangendo aspectos decorrentes da sua origem, definição, componentes e aproximações teóricas. Os demais se limitam a utilizar o termo como sinônimo de um processo reflexivo de tomada de consciência, vinculando-o diretamente às habilidades metacognitivas (Anderson, & Nashon, 2006;Caleoni, & Buteler, 2009;Chang et al, 2011;Kalman et al, 2015;Peters, 2012;Ryan et al, 2016;Verpoorten et al, 2014), às estratégias metacognitivas (Moser, Zumbach, & Deibl, 2017), aos processos autorregulatórios (Johnson, 2012) ou ao monitoramento da compreensão (Koch, 2001).…”

“…Training in metacognition and comprehension of physics texts. Lista dos artigos que constituem a amostra da pesquisa (continua)Moser, S., Zumbach, J., & Deibl, I. (2017).…”