Overcoming Deceptive Clarity by Encouraging Metacognition in the Web-Based Inquiry Science Environment

Abstract

In our research we view metacognition and cognition as interacting pro- cesses that together promote coherent understanding. We propose that the use of the knowledge integration pattern to design instructional scaffolding encourages the interplay between these two processes. In this chapter, we present and discuss fi ndings that indicate that instructional activities designed using the knowledge integration pattern promote student learning from dynamic visualizations by helping to overcome deceptive clarity.