Abstract
A first objective of this study was to determine the nature of the relation between intellectual ability and metacognitive skill as predictors of novice learning. More specifically, the invariability of this relationship across domains was investigated. A second objective concerned the impact of domain knowledge on the relation between intellectual ability and metacognitive skill. Twenty-eight high or low intelligent psychology students passed through three different simulation environments: Heat lab; Stat lab, and a fictitious Deton (ation) lab. They were either novice or advanced in the domain of heat theory, whereas all of them were novices in the other domains. Thinking aloud protocols were analyzed on quality of working method (an operationalization of metacognitive skillfulness). Several measures of learning assessed the declarative and procedural knowledge for each domain. Results showed that the working method of novices had a reasonable amount of common variance across domains. Furthermore, it appeared that their working method, although related to intellectual ability, partly contributed to learning independent of intellectual ability. No such relationship was established for advanced students in the domain of heat theory. Their working method in Heat lab was unrelated to intellectual ability but it was related, however, to the level of prior knowledge about heat theory.
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Veenman, M.V.J., Elshout, J.J., Hoeks, J.C.J. (1993). Determinants of Learning in Simulation Environments across Domains. In: Towne, D.M., de Jong, T., Spada, H. (eds) Simulation-Based Experiential Learning. NATO ASI Series, vol 122. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78539-9_17
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DOI: https://doi.org/10.1007/978-3-642-78539-9_17
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