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ERIC Number: EJ1178429
Record Type: Journal
Publication Date: 2018-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0022-0663
Self-Explaining Steps in Problem-Solving Tasks to Improve Self-Regulation in Secondary Education
Baars, Martine; Leopold, Claudia; Paas, Fred
Journal of Educational Psychology, v110 n4 p578-595 May 2018
The ability to learn in a self-regulated way is important for adolescents' academic achievements. Monitoring one's own learning is a prerequisite skill for successful self-regulated learning. However, accurate monitoring has been found to be difficult for adolescents, especially for learning problem-solving tasks such as can be found in math and biology. This study investigated whether a self-explaining strategy, which has been found effective for improving monitoring accuracy in learning from text, can improve monitoring and regulation-choice effectiveness, and problem-solving performance in secondary biology education. In 2 experiments, one half of the participants learned to solve biology problems by studying video-modeling examples, and the other one half learned by giving step-by-step self-explanations following the video-modeling examples (Experiment 1) or by following the posttest problem-solving tasks (Experiment 2). Results showed that in contrast to earlier studies, self-explaining did not improve monitoring and regulation-choice effectiveness. However, the quality of self-explanations was found to be related to monitoring accuracy and performance. Interestingly, the complexity of the problem-solving tasks affected monitoring and regulation-choice effectiveness, and problem-solving performance. These results are discussed in relation to the cognitive demands that monitoring and regulating learning to solve problems combined with self-explaining pose on learners.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A