The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…

Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty's Brain, a computer-based learning-by-modelling environment…

With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of…

Helping preservice teachers use hybrid language representations in science is important if they are to become scientifically literate and able to engage in the discourse for understanding scientifiyc issues. Using hybrid language representations based on the framework of computer-supported collaborative learning, the teacher educator applied the…

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

This article summarizes an investigation into how Flash-based cartoon video tutorials featuring molecular visualizations affect students' mental models of acetic acid and hydrochloric acid solutions and how the acids respond when tested for electrical conductance. Variation theory served as the theoretical framework for examining how students…

The significance of socially shared metacognitive regulation (SSMR) in collaborative learning is gaining momentum. To date, however, there is still a paucity of research of how SSMR is manifested in asynchronous computer-supported collaborative learning (CSCL), and hardly any systematic investigation of SSMR's functions and evolution across…

Molecular visualizations have been widely endorsed by many chemical educators as an efficient way to convey the dynamic and atomic-level details of chemistry events. Research indicates that students who use molecular visualizations are able to incorporate most of the intended features of the animations into their explanations. However, studies…

The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A…

Because scaffolding is a crucial form of support for students engaging in complex learning environments, it is important that researchers determine which of the numerous kinds of scaffolding will allow them to educate students most effectively. The existing literature tends to focus on computer-based scaffolding by itself rather than integrating…

Science instruction can be designed to be laboratory-data driven. We report on an investigation of the use of thematic inquiry-based tasks with active incorporation of mathematics, science, and microcomputer-based laboratory technology in standards-correlated activities that enhanced learning experiences. Activities involved students in two major…

This study investigates the effectiveness of computer-delivered hints in relation to problem-solving abilities in two alternative indirect instruction schemes. In one instruction scheme, hints are available to students immediately after they are given a new problem to solve as well as after they have completed the problem. In the other scheme,…

Posing questions about an article might improve one's knowledge--a cognitive function, or monitor one's thought processes--a metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors chemistry students. We investigated the ways by which the metacognitive strategy affected…

This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subject-matter and enrichment) and used in different configurations to construct four…

This study sought to examine the effects of meta cognitive self-regulation on problem solving across three conditions: (1) an interactive, computer-based treatment condition; (2) a noninteractive computer-based alternative treatment condition; and (3) a control condition. Also investigated was which of five components of metacognitive…