Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

Abstract Guided inquiry learning is an effective method for about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students’ ( N = 127) reasoning self-regulation during learning. We compared watching VM combined with (VMP) to only, unguided (control) in a training transfer task. Dependent variables were ability, hypothesis argumentation quality, processes. Participants VMP conditions had higher quality task control group. There was no added benefit prompts. Screen captures think aloud protocols two tasks served obtain insights into Epistemic network analysis (ENA) process mining used model co-occurrence sequences these ENA identified stronger co-occurrences between processes condition. Process revealed that occurred unique many self-loops. Our findings show are promising instructional supporting both outcomes level.