Kuensting, Josef and Kempf, Julian and Wirth, Joachim (2013) Enhancing scientific discovery learning through metacognitive support. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 38 (4). pp. 349-360. ISSN 0361-476X, 1090-2384
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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 x 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. (C) 2013 Elsevier Inc. All rights reserved.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | GOAL SPECIFICITY; COGNITIVE LOAD; STRATEGY USE; COMPUTER-SIMULATIONS; SCHOOL STUDENTS; EMOTIONS; ACQUISITION; SKILLS; WORK; INSTRUCTION; Scientific discovery learning; Metacognitive support; Learning goals; Conceptual knowledge gain; Strategy use; Motivational and emotional states; Cognitive load |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik > Professur für Erziehungswissenschaften, Schwerpunkt "Methoden schulbezogener Forschung" (Prof. Dr. Josef Künsting) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 30 Mar 2020 05:51 |
| Last Modified: | 30 Mar 2020 05:51 |
| URI: | https://pred.uni-regensburg.de/id/eprint/15888 |
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