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We present the results of an experimental project, made at the University of Calabria, which uses computer simulations and scientific computational systems in teaching and learning the fundamentals of analytic mechanics, in particular the classical Lagrangian and Hamiltonian formulation of the matter. Starting with examples of classical dynamical systems we also introduced students to appreciate chaos concepts going step by step to more complex settings. The success obtained with the use of computer-based methodologies has been very clear and the final students' tests confirm it. In this paper, in particular, we compare the results obtained by four groups of students: the first two attended such an experimental course and employed computer support for their individual work at home, while the learning environment of the second two groups (the control ones) was based only on traditional classroom lectures with paper and pencil home activities. If on the one hand a better overall performance of the first two groups was evident, it is very interesting (and not so easy) to investigate how much in quantity and quality, the learning of the experimental groups differs from that of the other groups, and why. For example, we illustrate some relevant differences between them in the comprehension of the studied phenomena, in dealing with and solving the proposed problems, and also in the individual development of further personal ideas.

Background: Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent study by Clarke et al. (2010, "Psychol. Sci.", 21, 1106), a programme based on verbal language could also be effective. Aims: The study examined the feasibility of improving text comprehension in school children by comparing the efficacy of two training programmes, both involving metacognition and WM, but one based on listening comprehension, the other on reading comprehension. Participants: The study involved a sample of 159 pupils attending eight classes in the fourth and fifth grades (age range 9-11 years). Method: The listening and reading programmes focused on the same abilities/processes strictly related to text comprehension, and particularly metacognitive knowledge and control, WM (per se and in terms of integrating information in a text). The training programmes were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in an active control group that completed standard text comprehension activities. Results: Our results showed that both the training programmes focusing on specific text comprehension skills were effective in improving the children's achievement, but training in reading comprehension generated greater gains than the listening comprehension programme. Conclusions: Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or Listening groups.