کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
918526 | 919491 | 2009 | 21 صفحه PDF | دانلود رایگان |
Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical equivalence problems (e.g., 7 + 3 + 9 = 7 + _). Experiment 1 varied whether instruction was conceptual or procedural in nature (n = 40), and Experiment 2 varied whether children were prompted to self-explain after conceptual instruction (n = 48). Conceptual instruction led to higher quality explanations, greater conceptual knowledge, and similar procedural knowledge compared with procedural instruction. No effect was found for self-explanation prompts. Conceptual instruction can be more efficient than procedural instruction and may make self-explanation prompts unnecessary.
Journal: Journal of Experimental Child Psychology - Volume 104, Issue 1, September 2009, Pages 1–21