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It seems like a perfect opportunity for technology to step in and solve problems in the natural world – using tiny helicopter drones to pollinate crops as the number of bees plummets. But amid all the buzz, could this plan for'robot bees' have a sting in the tail? One scientist has suggested the robobees could be taken over by hackers – and turned into killing machines. The robots are under development in both the US and Japan, and it is hoped they could be ready for use within a decade. Under the plans, the drones would wear fuzzy'jackets' that pollen would then stick to, allowing them to pollinate flowers.

Design-based learning (DBL) has many affordances for promoting deep and lasting learning of both content and complex skills. However, careful orchestration and scaffolding are usually needed to achieve its full potential. In this paper, we describe our efforts at implementing a software suite to meet the cognitive and meta-cognitive needs of learners engaged in DBL. In Study 1, our software suite gave learners the opportunity to design in simulation, to run experiments to learn the effects of variables, and it scaffolded science explanation construction. Through our analysis of study 1 we identified both cognitive and metacognitive needs that the software did not provide for. To meet these additional requirements, we added an interactive science resource and a case library to the software to provide multi-representational content material, to facilitate exploration, and to invite metacognitive reflection needed to do well at learning through design. Learners recognized what they did not understand, took initiative to explore those science concepts, and applied them in novel ways. We present here our analysis of the kinds of metacognitive help learners need to productively learn from design activities and some ways of providing that help. Our conclusion is that cognitive aid without related metacognitive aid is insufficient in a DBL environment.