Cognitive factors explain about 49% of variance in simulation-based inquiry performance among young adults¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Content knowledge, CVS, functional thinking, and general cognitive ability each significantly contributed to inquiry performance, jointly explaining approximately 49% of variance. → Gerdesmann 2026

Evidence¶

Gerdesmann 2026¶

Gerdesmann, D., Schwichow, M., & Koerber, S. (2026). Factors that explain simulation-based inquiry performance in physics learning. Instructional Science. https://doi.org/10.1007/s11251-026-09806-2

q3 · i? · associational · r?

Hierarchical multiple regression of inquiry task factor scores of 232 young adults on the Cartesian diver task, entering cognitive predictors in block 1. The four cognitive predictors each contributed significantly and the model "explained approximately 49% of the variance in inquiry task scores".

"The first model (block 1, blue) included post-test scores of content knowledge, CVS, functional thinking, and general cognitive ability, each of which significantly contributed to performance. This model explained approximately 49% of the variance in inquiry task scores."

Discussion¶

Related Claims¶

• Cognitive inquiry skills are positively intercorrelated, but the functional thinking–CVS correlation diminishes when controlling for content knowledge — related
• CVS skill is the strongest predictor of performing valid (unconfounded) experiments in simulation-based inquiry — related
• Content knowledge does not significantly predict the number of experiments conducted; general cognitive ability shows a quadratic association and self-concept a negative linear association — related
• In multiple regression, the percentage of exploratory experiments was the strongest predictor of performance success, negatively related to it
• Functional correspondence predicts simulation learning outcomes better than physical resemblance or appeals to authenticity — related
• Dispositional factors add little to predicting inquiry performance except physics self-concept, and extraneous load has a significant negative effect — related
• Simulating higher-cognitive-ability students is easier: simulation quality correlates positively with student cognitive score — related
• The four collaborative-activity factors jointly explain almost 50% of the variance in group performance — related
• Canfield's learning style variables predicted academic success where cognitive style did not — related
• Student characteristics beyond prior knowledge bear on inquiry learning: inhibitory control predicts inquiry outcomes, and in one study a direct-instruction advantage over inquiry held only for students with low domain self-concept — related