Table S1.Acomplete list of 54 articles

(27 core articles presented in the co-citation network are preceded by an asterisk)

# / Reference
Alegria, D. A. H., Boscardin, C., Poncelet, A., Mayfield, C. & Wamsley, M. (2014). Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Medical Education Online, 19. 10.3402/meo.v19.23638
*Azevedo, R., Cromley, J. G. & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370. 10.1016/j.cedpsych.2003.09.002
*Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C. & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33(5-6), 381-412. 10.1007/s11251-005-1273-8
Bol, L., Hacker, D. J., Walck, C. C. & Nunnery, J. A. (2012). The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students. Contemporary Educational Psychology, 37(4), 280-287. 10.1016/j.cedpsych.2012.02.004
Bond, W. F., Deitrick, L. M., Arnold, D. C., Kostenbader, M., Barr, G. C., Kimmel, S. R. & Worrilow, C. C. (2004). Using simulation to instruct emergency medicine residents in cognitive forcing strategies. Academic Medicine, 79(5), 438-446. 10.1097/00001888-200405000-00014
*Bulu, S. T. & Pedersen, S. (2010). Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. Educational Technology Research and Development, 58(5), 507-529. 10.1007/s11423-010-9150-9
*Choi, I., Land, S. M. & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6), 483-511. 10.1007/s11251-005-1277-4
Cleary, T. J. & Sandars, J. (2011). Assessing self-regulatory processes during clinical skill performance: A pilot study. Medical Teacher, 33(7), E368-E374. 10.3109/0142159X.2011.577464
Dannefer, E. F. (2013). Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians. Medical Teacher, 35(7), 560-563. 10.3109/0142159X.2013.787141
Dannefer, E. F. & Prayson, R. A. (2013). Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher, 35(8), 655-660. 10.3109/0142159X.2013.785630
*Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91-142. 10.1207/S15327809JLS1201_4
Eckhardt, M., Urhahne, D., Conrad, O. & Harms, U. (2013). How effective is instructional support for learning with computer simulations? Instructional Science, 41(1), 105-124. 10.1007/s11251-012-9220-y
El Saadawi, G. M. Azevedo, R., Castine, M., Payne, V., Medvedeva, O., Tseytlin, E., Legowski, E., Jukic, D. &Crowley, R. S. (2010). Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold. Advances in Health Sciences Education, 15(1), 9-30. 10.1007/s10459-009-9162-6
Feyzi-Behnagh, R., Azevedo, R., Legowski, E., Reitmeyer, K., Tseytlin, E. & Crowley, R. S. (2014). Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system. Instructional Science, 42(2), 159-181. 10.1007/s11251-013-9275-4
*Georghiades, P. (2006). The role of metacognitive activities in the contextual use of primary pupils' conceptions of science. Research in Science Education, 36(1-2), 29-49. 10.1007/s11165-004-3954-8
*Greenleaf, C. L. Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A. Madden, S. & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647-717. 10.3102/0002831210384839
Hagemans, M. G., van der Meij, H. & de Jong, T. (2013). The effects of a concept map-based support tool on simulation-based inquiry learning. Journal of Educational Psychology, 105(1), 1-24. 10.1037/a0029433
Holliday, W. G. & Mcguire, B. (1992). How can comprehension adjunct questions focus students attention and enhance concept-learning of a computer-animated science lesson. Journal of Research in Science Teaching, 29(1), 3-15. 10.1002/tea.3660290103
*Jarvela, S. & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. 10.1080/00461520.2012.748006
*Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898-921. 10.1002/tea.10115
*Kim, H. J. & Pedersen, S. (2011). Advancing young adolescents' hypothesis-development performance in a computer-supported and problem-based learning environment. Computers & Education, 57(2), 1780-1789. 10.1016/j.compedu.2011.03.014
*Kinnebrew, J. S., Segedy, J. R. & Biswas, G. (2014). Analyzing the temporal evolution of students' behaviors in open-ended learning environments. Metacognition and Learning, 9(2), 187-215. 10.1007/s11409-014-9112-4
*Kyza, E. A., Constantinou, C. P. & Spanoudis, G. (2011). Sixth graders' co-construction of explanations of a disturbance in an ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations. International Journal of Science Education, 33(18), 2489-2525. 10.1080/09500693.2010.550951
*Lee, H. W., Lim, K. Y. & Grabowski, B. L. (2010). Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Educational Technology Research and Development, 58(6), 629-648. 10.1007/s11423-010-9153-6
*Lewis, E. B., Kraft, K. J. V., Watts, N. B., Baker, D. R., Wilson, M. J. & Lang, M. (2011). Elementary teachers' comprehension of flooding through inquiry-based professional development and use of self-regulation strategies. International Journal of Science Education, 33(11), 1473-1512. 10.1080/09500693.2010.506523
*Malmberg, J., Jarvela, S.Kirschner, P. A. (2014). Elementary school students' strategic learning: does task-type matter? Metacognition and Learning, 9(2), 113-136. 10.1007/s11409-013-9108-5
Malmberg, J., Jarvenoja, H. & Jarvela, S. (2013). Patterns in elementary school students' strategic actions in varying learning situations. Instructional Science, 41(5), 933-954. 10.1007/s11251-012-9262-1
*Manlove, S., Lazonder, A. W. & de Jong, T. (2006). Regulative support for collaborative scientific inquiry learning. Journal of Computer Assisted Learning, 22(2), 87-98. 10.1111/j.1365-2729.2006.00162.x
*Manlove, S. Lazonder, A. W. & de Jong, T. (2009). Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning. Interactive Learning Environments, 17(2), 105-117. 10.1080/10494820701706437
Mattick, K. & Knight, L. (2007). High-quality learning: harder to achieve than we think? Medical Education, 41(7), 638-644. 10.1111/j.1365-2923.2007.02783.x
McCabe, B. (2011). An integrated approach to the use of complementary visual learning tools in an undergraduate microbiology class. Journal of Biological Education, 45(4), 236-243. 10.1080/00219266.2010.549496
*Michalsky, T. (2012). Shaping self-regulation in science teachers' professional growth: Inquiry skills. Science Education, 96(6), 1106-1133. 10.1002/sce.21029
*Molenaar, I., Chiu, M. M., Sleegers, P. & van Boxtel, C. (2011). Scaffolding of small groups' metacognitive activities with an avatar. International Journal of Computer-Supported Collaborative Learning, 6(4), 601-624. 10.1007/s11412-011-9130-z
Moore, P. J. & Scevak, J. J. (1995). The effects of strategy training on high school students' learning from science texts. European Journal of Psychology of Education, 10(4), 401-409. 10.1007/BF03172929
Muis, K. R., Ranellucci, J., Franco, G. M. & Crippen, K. J. (2013). The interactive effects of personal achievement goals and performance feedback in an undergraduate science class. Journal of Experimental Education, 81(4), 556-578. 10.1080/00220973.2012.738257
Papinczak, T., Peterson, R., Babri, A. S., Ward, K., Kippers, V. & Wilkinson, D. (2012). Using student-generated questions for student-centred assessment. Assessment & Evaluation in Higher Education, 37(4), 439-452. 10.1080/02602938.2010.538666
*Parker, J. (2006). Exploring the impact of varying degrees of cognitive conflict in the generation of both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Education, 28(13), 1545-1577. 10.1080/09500690600780179
*Peters, E. E. & Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: the role of metacognitive prompts. Educational Psychology, 30(1), 27-52. 10.1080/01443410903353294
*Puntambekar, S. & Stylianou, A. (2005). Designing navigation support in hypertext systems based on navigation patterns. Instructional Science, 33(5-6), 451-481. 10.1007/s11251-005-1276-5
Raes, A., Schellens, T., De Weyer, B. & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82-94. 10.1016/j.compedu.2011.11.010
Roscoe, R. D., Segedy, J. R., Sulcer, B., Jeong, H. & Biswas, G. (2013). Shallow strategy development in a teachable agent environment designed to support self-regulated learning. Computers & Education, 62286-297. 10.1016/j.compedu.2012.11.008
Ryser, G. R., Beeler, J. E. & McKenzie, C. M. (1995). Effects of a computer-supported intentional learning environment (CSILE) on students' self-concept, self-regulatory behavior, and critical thinking ability. Journal of Educational Computing Research, 13(4), 375-385. 10.2190/XLGB-PXEC-BVXG-GRKN
Sagasser, M. H., Kramer, A. W. M. & van der Vleuten, C. P. M. (2012). How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study. BMC Medical Education, 12. 10.1186/1472-6920-12-67
*Sandi-Urena, S., Cooper, M. M. & Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33(3), 323-340. 10.1080/09500690903452922
Segedy, J. R., Kinnebrew, J. S. & Biswas, G. (2013). The effect of contextualized conversational feedback in a complex open-ended learning environment. Educational Technology Research and Development, 61(1), 71-89. 10.1007/s11423-012-9275-0
Stanger-Hall, K. F., Shockley, F. W. &Wilson, R. E. (2011). Teaching students how to study: a workshop on information processing and self-testing helps students learn. CBE-Life Sciences Education, 10(2), 187-198. 10.1187/cbe.10-11-0142
Stephens, K. & Winterbottom, M. (2010). Using a learning log to support students' learning in biology lessons. Journal of Biological Education, 44(2), 72-80. 10.1080/00219266.2010.9656197
*Veermans, K., van Joolingen, W. & de Jong, T. (2006). Use of heuristics to facilitate scientific discovery learning in a simulation learning environment in a physics domain. International Journal of Science Education, 28(4), 341-361. 10.1080/09500690500277615
*Ward, R. E. & Wandersee, J. H. (2002). Struggling to understand abstract science topics: a Roundhouse diagram-based study. International Journal of Science Education, 24(6), 575-591. 10.1080/09500690110074017
Wesiak, G., Steiner, C. M.,Moore, A., Dagger, D., Power, G., Berthold, M., Albert, D. & Conlan, O. (2014). Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. Computers & Education, 7613-29. 10.1016/j.compedu.2014.03.004
*White, B. Y. & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118. 10.1207/s1532690xci1601_2
Wilson, M. & Scalise, K. (2006). Assessment to improve learning in higher education: The BEAR assessment system. Higher Education, 52(4), 635-663. 10.1007/s10734-004-7263-y
Wilson, T., Perry, M., Anderson, C. J. & Grosshandler, D. (2012). Engaging young students in scientific investigations: prompting for meaningful reflection. Instructional Science, 40(1), 19-46. 10.1007/s11251-011-9168-3
*Wu, H. L. & Pedersen, S. (2011). Integrating computer- and teacher-based scaffolds in science inquiry. Computers & Education, 57(4), 2352-2363. 10.1016/j.compedu.2011.05.011