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Direct linkOmarchevska, Yoana; Lachner, Andreas; Richter, Juliane; Scheiter, Katharina – Educational Psychology Review, 2022
Guided inquiry learning is an effective method for learning about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students' (N = 127) scientific reasoning and self-regulation during inquiry learning. We compared the effects of watching VM examples…
Descriptors: Science Education, Inquiry, Scientific Concepts, Science Process Skills
Mayer, Richard E.; Johnson, Cheryl I. – Journal of Educational Computing Research, 2010
Students learned about electrical circuits in an arcade-type game consisting of 10 levels. For example, in one level students saw two circuits consisting of various batteries and resistors connected in series or parallel, and had to indicate which one had a higher rate of moving current. On levels 1-9, all students received a correct tone and had…
Descriptors: Feedback (Response), Educational Games, Experiential Learning, Science Instruction
Belenky, Daniel M.; Nokes, Timothy J. – Journal of Problem Solving, 2009
How does the type of learning material impact what is learned? The current research investigates the nature of students' learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect…
Descriptors: Instructional Materials, Manipulative Materials, Mathematical Concepts, Metacognition
