The effects of self-explanation training on students' problem solving in high-school mathematics

How effective is instructional support for learning with computer simulations?

“…In accordance, in a meta-analysis, Webb (1989) showed that when the learner was asked to provide elaborate explanations, positive effects on learning outcomes occurred, as opposed to when the learner received elaborative explanations. In addition, Wong et al (2002) found positive effects for acquiring conceptual knowledge about a geometric theorem by eliciting self-explanations. The self-explanation effect is considered to be an active knowledge constructing process (Chi et al 1994;Tajika et al 2007;Wong et al 2002).…”

“…In addition, Wong et al (2002) found positive effects for acquiring conceptual knowledge about a geometric theorem by eliciting self-explanations. The self-explanation effect is considered to be an active knowledge constructing process (Chi et al 1994;Tajika et al 2007;Wong et al 2002). Generating explanations stimulates a deeper understanding and leads to higher learning outcomes because new information is suitably embedded into pre-existing knowledge structures.…”

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

“…The vast majority of prior experimental studies have held the number of examples or problems studied constant, with the result that students in the self-explanation conditions spend more time on the intervention (e.g. Atkinson, Renkl & Merrill, 2003;Pine & Messer, 2000;Rittle-Johnson, 2001;Siegler, 1995;Wong, Lawson & Keeves, 2002). Given that generating self-explanations generally requires more time per problem, it may be that self-explanation effects arise simply from encouraging students to spend more time thinking about the material, rather than by some mechanism specific to self-explanation.…”

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

“…The question of the significance of the elaboration technique was answered in that students who had experience elaboration in their groups did significantly better than their counterparts on the more difficult questions of the exam (Wong et al, 2002;Gillies & Ashman, 1996;Leighton et al, 1989). Questioning helps students somewhat when it comes to working toward greater understanding of a text or problem (Wong et al, 2002).…”

“…Questioning helps students somewhat when it comes to working toward greater understanding of a text or problem (Wong et al, 2002). …”