Guided inquiry learning is an effective method for learning about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students’ (N = 127) scientific reasoning and self-regulation during inquiry learning. We compared the effects of watching VM examples combined with prompts (VMP) to watching VM examples only, and to unguided inquiry (control) in a training and a transfer task. Dependent variables were scientific reasoning ability, hypothesis and argumentation quality, and scientific reasoning and self-regulation processes. Participants in the VMP and VM conditions had higher hypothesis and argumentation quality in the training task and higher hypothesis quality in the transfer task compared to the control group. There was no added benefit of the prompts. Screen captures and think aloud protocols during the two tasks served to obtain insights into students’ scientific reasoning and self-regulation processes. Epistemic network analysis (ENA) and process mining were used to model the co-occurrence and sequences of these processes. The ENA identified stronger co-occurrences between scientific reasoning and self-regulation processes in the two VM conditions compared to the control condition. Process mining revealed that in the VM conditions these processes occurred in unique sequences and that self-regulation processes had many self-loops. Our findings show that video modeling examples are a promising instructional method for supporting inquiry learning on both the process and the learning outcomes level.

引导式探究学习是学习科学概念的有效方法。本研究调查了结合视频建模（VM）示例和元认知提示对大学生（N = 127) 探究学习期间的科学推理和自我调节。我们比较了观看 VM 示例结合提示 (VMP) 与仅观看 VM 示例以及训练和迁移任务中的非引导式查询（控制）的效果。因变量是科学推理能力、假设和论证质量、科学推理和自我调节过程。与对照组相比，VMP 和 VM 条件的参与者在训练任务中具有更高的假设和论证质量，在迁移任务中具有更高的假设质量。提示没有额外的好处。两项任务期间的屏幕截图和大声思考协议有助于深入了解学生的科学推理和自我调节过程。认知网络分析 (ENA) 和过程挖掘用于对这些过程的共现和序列进行建模。与控制条件相比，ENA 确定了两种 VM 条件下科学推理和自我调节过程之间更强的共现。过程挖掘表明，在 VM 条件下，这些过程以独特的顺序发生，并且自我调节过程具有许多自循环。我们的研究结果表明，视频建模示例是一种很有前途的教学方法，可以在过程和学习成果层面支持探究式学习。过程挖掘表明，在 VM 条件下，这些过程以独特的顺序发生，并且自我调节过程具有许多自循环。我们的研究结果表明，视频建模示例是一种很有前途的教学方法，可以在过程和学习成果层面支持探究式学习。过程挖掘表明，在 VM 条件下，这些过程以独特的顺序发生，并且自我调节过程具有许多自循环。我们的研究结果表明，视频建模示例是一种很有前途的教学方法，可以在过程和学习成果层面支持探究式学习。