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The Generality vs Domain-Specificity of Metacognitive Skills in Novice Learning across Domains.
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Veenman, Marcel V. J.; And Others – Learning and Instruction, 1997
The generality and domain-specificity of the metacognitive skills students bring to new situations were studied with 14 Dutch college freshmen in three simulations. Results support the generality of novice metacognitive skills across domains, and suggest that metacognitive skillfulness is partly independent of intelligence. (SLD)
Descriptors: College Freshmen, Foreign Countries, Higher Education, Intelligence
Supporting Students' Learning with Multiple Representations in a Dynamic Simulation-Based Learning Environment
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van der Meij, Jan; de Jong, Ton – Learning and Instruction, 2006
In this study, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined. The study extends known research by examining the use of dynamic representations instead of static representations and it examines the role of the complexity of the domain and the learning…
Descriptors: Educational Environment, Computer Assisted Instruction, Computer Simulation, Educational Technology
Intellectual Ability and Working Method as Predictors of Novice Learning.
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Veenman, Marcel V. J.; Elshout, Jan J. – Learning and Instruction, 1991
Fourteen high-intelligence and 13 low-intelligence first-year college students worked in a structured or unstructured simulation environment to learn correlational principles. Thinking-aloud protocols indicate that high-intelligence subjects exhibit a better working method than do low-intelligence subjects, and that working method is a strong…
Descriptors: College Freshmen, Comparative Analysis, Correlation, Foreign Countries
Guided Discovery Learning with Computer-Based Simulation Games: Effects of Adaptive and Non-Adaptive Instructional Support.
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Leutner, Detlev – Learning and Instruction, 1993
System-initiated adaptive advice and learner-requested nonadaptive background information were investigated in computer simulation game experiments with 64 seventh graders, 38 college students, and 80 seventh and eighth graders in Germany. Results are discussed in terms of theories of problem solving, intelligence, memory, and information…
Descriptors: Background, Cognitive Processes, College Students, Computer Assisted Instruction