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ERIC Number: EJ1000687
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1812-9129
Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning
Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.
International Journal of Teaching and Learning in Higher Education, v24 n3 p349-358 2012
This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect for learning. The results also suggest the existence of a threshold level of prior knowledge necessary for self-explanation-based cognitive strategies to become effective. As validation, this study also confirms prior findings that show that, given the right settings, learners can benefit significantly from using self-explanation while solving problems. (Contains 3 tables and 1 figure.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A