ERIC Number: EJ958661
Record Type: Journal
Publication Date: 2012-Mar
Abstractor: As Provided
Reference Count: 79
Learning by Self-Explaining Causal Diagrams in High-School Biology
Cho, Young Hoan; Jonassen, David H.
Asia Pacific Education Review, v13 n1 p171-184 Mar 2012
Understanding scientific phenomena requires comprehension and application of the underlying causal relationships that describe those phenomena (Carey 2002). The current study examined the roles of self-explanation and meta-level feedback for understanding causal relationships described in a causal diagram. In this study, 63 Korean high-school students were randomly assigned to one of three conditions: instructional explanation, self-explanation, and meta-level feedback. Results showed that self-explaining a causal diagram was as effective as studying instructional explanations. Furthermore, the effectiveness of self-explaining a causal diagram was enhanced by meta-level feedback that prompted students to reflect on their own explanations by comparing them with instructional explanations. We identified three main difficulties that high-school students experienced when explaining a causal diagram to themselves: one-sided explanation, erroneous explanation, and the lack of inference. Implications of the study were discussed in regard to the improvement of self-explanation and the design of causal diagrams in science education.
Descriptors: Feedback (Response), Biology, Secondary School Science, Foreign Countries, Comparative Analysis, High School Students, Inferences, Science Education, Science Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: South Korea