Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Morrison, Jennifer R.; Bol, Linda; Ross, Steven M.; Watson, G. S.

doi:10.1007/s11423-015-9397-2

Cited by 16 publications

(6 citation statements)

References 65 publications

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“…Like other qualitative descriptions of self-explanations, our explanations varied primarily according to engagement and application of prior knowledge (Morrison et al, 2015;Rittle-Johnson et al, 2017;Roy & Chi, 2005). Thus, it appears that the variations in computer-based self-explanations are similar to those observed in other self-explaining formats, but it may be easier for students to avoid engagement with self-explaining on a computer.…”

Section: Discussionmentioning

confidence: 99%

Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

Oliver

Troemel

2022

IJLTER

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Students enter biology coursework with various misconceptions needing revision. However, achieving conceptual change of these misconceptions in the classroom is notoriously difficult and requires specific instruction. Self-explanations can promote conceptual change, but their effects can depend on the content produced. This study investigates how the content of learners’ explanations of photosynthesis processes affects learning. We examined data from an online assignment in introductory biology where 118 college undergraduates answered multiple-choice questions related to commonly misconceived processes in photosynthesis and respiration and were then prompted to self-explain the correct answer. One week later, students took a test that measured learning in the activity. Using mixed methods analyses, we qualitatively explored the types of explanations learners made, categorized the different types of explanations, and performed quantitative analyses to examine relations between explanation content and test scores. We identified five categories of self-explanations that varied in engagement, accuracy, and focus. Accuracy of the explanation mattered; accurate explanations predicted higher test scores, and inaccurate explanations predicted lower test scores. We also identified three different groups of learners: highly performing learners who were actively engaged and accurate; moderately performing learners who were engaged but often paraphrased or explained inaccurately; and low performing learners who were disengaged and avoided explaining. We provide implications for use of self-explaining misconceived material.

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Section: Discussionmentioning

confidence: 99%

Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

Oliver

Troemel

2022

IJLTER

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“…By linking general concepts and skills to the specific elements of the problem at hand through inferences, learners increase their understanding (Rau et al, 2015). As learning progresses and learners understand new information, they go through an integrated process that links, distinguishes, organizes, and structures all the information they have learned (Morrison, Bol, Ross & Watson, 2015). This process is essential for problem-solving (Jonassen, 2000): by coordinating external information and existing knowledge, integration leads to better understanding (Wittrock, 1989).…”

Section: The Focus Of Self-explanation Promptsmentioning

confidence: 99%

Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

Joo¹,

Lee

Kim³

2020

IJLTER

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This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

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“…Self‐explanation activities involve two learning mechanisms: the scaffolding provided to the students by identifying gaps in their understanding within the example, and the construction and repair processes of the student's mental model (Chi, 2000; Morrison et al, 2015). Since the worked examples often miss part of the information for the problem‐solving process, self‐explaining allows students to generate inferences that lead to fill in these omissions (Chiu & Chi, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…For example, Chi and Bassok (1988) concluded that outstanding students tactically add knowledge fragments in their written self‐explanation to physics examples. Morrison et al (2015) found that students who worked on prediction, self‐explanation, and paraphrasing activities performed better than those in a control group who studied the materials without a specific generative strategy. These students also showed higher ratings of mental effort and cognitive loads.…”

Section: Introductionmentioning

confidence: 99%

Self‐explanation activities in statics: A knowledge‐building activity to promote conceptual change

Hoz

Vieira

Arteta

2023

J of Engineering Edu

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Background: The complexity and diversity of problems and concepts in different engineering subjects represent a great challenge for students. Traditional approaches to teaching statics are ineffective in helping some students overcome the learning barriers that underlie learning statics and developing problem-solving skills. Purpose: This article explores how self-explanation activities may support student learning in statics. Specifically, this study examines the characteristics of student self-explanations of worked examples and their relationship with students 0 conceptual change.Design/Method: The study population included 147 undergraduate engineering students enrolled in a statics course. The students wrote their selfexplanations at each step of an incomplete or incorrect worked example in the context of static equilibrium. Students 0 self-explanations were qualitatively analyzed using content analysis to identify the approaches used. We used descriptive and inferential statistics to identify differences in students 0 conceptual understanding of statics, based on their approach to self-explanation. Results:We identified four self-explaining approaches: restricted explanations, elemental explanations, inferential explanations, and strategic explanations.After completing the activity, students who self-explained incomplete worked examples showed better results in the quality of their explanations and conceptual change than students in the incorrect worked example condition. Conclusions:The findings suggest a relationship between the type of worked example, students' approaches to self-explaining, and their conceptual change and problem-solving skills in statics. To increase the quality of the students' explanations and to improve their conceptual understanding, additional prompts or initial training in self-explaining may be required within the workedexamples context.

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Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Cited by 16 publications

References 65 publications

Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

Self‐explanation activities in statics: A knowledge‐building activity to promote conceptual change

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