Hypothesis
Adding embedded metacognitive questions to cooperative training would improve high school students' socioscientific decision making and metacognitive regulation beyond cooperative learning alone.
What failed
With 360 senior high school students, both cooperative conditions beat the untreated control on decision making, but the cooperative-plus-metacognition group did not outperform plain cooperative learning. Its higher posttest scores on metacognitive regulation were not significant, and all groups improved over time.
Broken assumption
Explicit metacognitive prompts add value on top of cooperative learning for socioscientific reasoning.
Why
The abstract does not give a reason.
From the published paper: Eggert et al. Education Research International, 2013. ↗CC BY