Seventh-graders in remote inquiry learning accurately monitor their own learning, with no differences between experimentation conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students' monitoring accuracy did not differ between conditions and did not differ from zero in two of three conditions, indicating very accurate self-monitoring of learning. → Flegr 2023

Evidence¶

Flegr 2023¶

Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://doi.org/10.1016/j.learninstruc.2023.101778

q3 · i? · causal · r2

Exploratory analysis (RQ4) comparing judgement-of-learning bias (judgement × 10 minus actual post-test performance) across conditions. No condition difference emerged; only Video-Virtual showed slight overestimation (p = .03), and the judgement-of-learning correlated moderately with post-test scores, rs(134) = 0.33.

"An ANOVA showed no significant difference between conditions, F(2, 133) = 1.21; MSE = 581.06; p = .30; η2 = 0.02 (small effect). In the condition Video-Virtual, students slightly overestimated their performance (p = .03; one-sample t-test)."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics — related
• Accuracy of experimentation shows no condition differences but a small condition effect and correlates strongly with conceptual understanding at post-test — related
• Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline — related
• Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores — related
• Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling — related