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journal research science teachingvolume 36 issue 7 p 837858 supporting learning variable control computerbased biology environment effects prompting college students reflect thinking xiaodong lin corresponding author xiaodong lin email protected department teaching learning learning technology center peabody college box 45 vanderbilt university nashville tennessee 37203department teaching learning learning technology center peabody college box 45 vanderbilt university nashville tennessee 37203search papers authorjames lehman james lehman department curriculum instruction 1442 liberal arts education building purdue university west lafayette indiana 47907search papers author xiaodong lin corresponding author xiaodong lin email protected department teaching learning learning technology center peabody college box 45 vanderbilt university nashville tennessee 37203department teaching learning learning technology center peabody college box 45 vanderbilt university nashville tennessee 37203search papers authorjames lehman james lehman department curriculum instruction 1442 liberal arts education building purdue university west lafayette indiana 47907search papers author first published 27 august 1999 httpsdoiorg101002sici10982736199909367837aidtea630co2ucitations 176aboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onemailfacebooktwitterlinkedinredditwechat abstract instruction control variables shown effective especially encourages students focus explicitly rules procedures little evidence application novel problems obtained hypothesized prompting students understand learning processes experiments involving control variables would allow activate repertoire knowledge strategies learn way would enhance transfer learning students assigned one four versions computerbased biology simulation learning environment employing different type prompt reason justification rule based emotion focused none control learning computer environment college biology students designed conducted experiments involving control variables students ability solve contextually similar near transfer contextually dissimilar far transfer problems assessed treatment groups performed equally well contextually similar problems however contextually dissimilar problem reason justification group significantly higher scores groups qualitative data showed reason justification prompts directed students attention understanding employ experiment design principles strategies turn helped students transfer understanding novel problem 1999 john wiley sons inc j res sci teach 36 837858 1999 references american association advancement science 1993 benchmarks science 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