NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156955
Record Type: Journal
Publication Date: 2017-Nov
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0036-8326
The Effect of Metacognitive Training and Prompting on Learning Success in Simulation-Based Physics Learning
Moser, Stephanie; Zumbach, Joerg; Deibl, Ines
Science Education, v101 n6 p944-967 Nov 2017
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A