Facilitator techniques such as advocacy-inquiry, guided self-correction, and the plus-delta method function as metacognitive practices that shift focus from retrodiction to prediction¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Several key debriefing process elements are metacognitive practices; asking what students would do differently shifts metacognitive focus from reflecting on the past to anticipating the future. → Mads Solberg 2025

Evidence¶

Mads Solberg 2025¶

Mads Solberg, Charlott Sellberg. (2025). Debriefing as epistemic engineering: conversational remembering and socially distributed metacognition in healthcare simulation. Instructional Science (2026) 54:7. https://doi.org/10.1007/s11251-025-09760-5

q2 · i? · qualitative · r2

Transcript-based cognitive-ethnographic analysis across Excerpts 3-7 of the analysis and application phases. In Excerpt 7, "asking whether the students would have done something different next time around (turn 3 and 5) the facilitator shifts the metacognitive focus from retrodiction (reflecting on the past) to prediction (anticipating the future)".

"our transcript-based analysis informed by DCog shows how several of what Sawyer et al. identify as "key process elements" are actually metacognitive practices"

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Debriefing description phase enacts conversational remembering that turns private recollections into a public, shared epistemic artifact — related
• Debriefing analysis and application phases operate as distributed metacognition on the publicly shared account — related
• Qualitatively, Socratic prompts supported reflective monitoring while directive feedback was associated with overload and resistance — related