ABSTRACT
This chapter aims to discuss the cognitive and metacognitive processes and strategies that may be facilitated through the use of simulations and how these processes may lead to more desirable learning outcomes. Mr. Davis designed a simulation experience that is attentive to student cognition and metacognition. Within the lesson Davis was attentive to differing levels of cognitive and metacognitive processes to help students develop more sophisticated explanations. Simulations provide a unique experience when compared to other approaches. Using a help feature within a simulation allows the student to seek a better understanding of the simulation, attempting to find out how the simulation functions or the definition of unfamiliar terminology. Simulations bring several cognitive challenges to which the teacher must be attentive. Educators need to be attentive to the several metacognitive challenges that students using simulations can face. Simulations can provide support for both cognitive and metacognitive goals; however, the instructor has an important role.
