Computer‐based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners’ activities. Thus, our motivation was to investigate whether direct or indirect metacognitive scaffolding (i.e., training and prompting, respectively) or a combination of both during simulation‐based learning leads to better learning outcomes compared to simulation‐based learning alone. Employing a 2 × 2 factorial design (N = 99 Austrian secondary school students), we explored the role of metacognitive training prior to the use of simulations and the role of metacognitive prompting during the learning phase. Four different conditions were compared in relation to knowledge about the principle of energy conservation. A pre‐ and posttest assessing knowledge acquisition, metacognitive behavior, cognitive load, and mental effort was applied. At first glance, the results indicate no main effects for training and prompting, and no interaction effect. A closer look at the actual use of prompting after the empirical data were obtained, however, reveals a significant impact of the metacognitive strategies employed on performance in the posttest, with higher scores in the condition where appropriate prompting was used. This result emphasizes the importance of guidance during simulation‐based learning.

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Case-based problem solving is a core approach to foster knowledge acquisition, especially during the learning process by which novices become more and more expert within a domain. This study investigated whether metacognitive scaffolding leads to better learning outcomes compared to learning without such support in a case-based learning environment. In addition, we examined the interaction between prior domain knowledge and prior metacognitive abilities and skills. Within a one-factorial design, we explored the role of metacognitive prompting during the learning phase. A pre-and post-test were applied assessing knowledge acquisition, metacognitive skills, and cognitive load. Results indicate no main effects for prompting, and no interaction effect between prior knowledge and prompting. Metacognitive prompting enables learners that already possess metacognitive abilities to activate these during problem-solving and, thus, score higher in the knowledge post-test than learners with low metacognitive abilities and no metacognitive prompting.

Epistemological beliefs are subjective views about the nature of knowledge and knowing. A large number of research approaches are dedicated to this field. Yet, there is no research investigating the beliefs that pre-service teachers have towards educational psychology, a highly relevant domain for their prospective profession. Based on this theoretical background, two studies have been conducted. In the first study, epistemological beliefs with regard to contemporary educational psychology research and their change during a research-based lecture on educational psychology have been assessed ( N = 82). In a second study, the aim was to examine these epistemological beliefs during different phases of a pre-service teacher programme ( N = 252). Findings indicate that students entering a programme are already partly aware of the nature of educational psychology. Results also reveal that students’ knowledge and beliefs develop during the programme, although the relevance of educational psychology as being a central part future professional practice is not recognized. Findings also imply that especially the trust in scientific quality and the awareness of the importance of this field for teacher training and practice could be enhanced. Possible solutions could include more research-oriented courses and a more reflected integration of educational psychology within the curriculum.

In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experiment. Two succeeding AR-hints were offered. This research focuses on the set-up of the experiment by learners and the change of gaze between the AR-hints and the real experiment. This was investigated by means of mobile eye tracking. For the analysis of the gaze changes, scanpath analyses are used. Areas of Interest-based visualizations such as radial transition graphs and scarf plots are used to compare and detect similar or different gaze behaviors of participants. Results reveal that students first look at the AR-hints, try to memorize the construction and then switch to setting up the experiment. Recurrent changes of gaze between the AR-hints and the experiment hardly, or do not, occur. Furthermore, students who had already set up the experiment correctly with the first hint only use the second hint for evaluating correctness of their own set-up.