Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment

Abstract

Designing effective technology-based learning environments is challenging. Designing effective technology-based learning environments to facilitate learning about complex knowledge domains is more challenging. To a large extent, the key to the puzzle lies in identifying which scaffolding strategies are more effective; and under which conditions. In a simulation-based inquiry-learning environment, this controlled study investigated the effect of two promising scaffolding strategies; question prompts and system dynamics model progressions, on ninth-grade biology students' cognitive regulation and complex problem-solving skills. For simpler complex problems, findings suggested that both scaffolding strategies were equally effective. However, as the problems increased in complexity, system dynamics model progressions were significantly more effective for facilitating both cognitive regulation and complex problem-solving skills.