In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools.
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...
| Publicado en: | Journal of Experimental Child Psychology Vol. 104; no. 1; pp. 1 - 22 |
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| Autores principales: | , |
| Formato: | Artículo |
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Academic Press Inc.
September 2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508085391&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508085391 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: September 2009 vid: 104 iid: 1 pid: 735 pub: Academic Press Inc. artinfo: ui: 508085391 10.1016/j.jecp.2008.08.004 ppf: 1 ppct: 21 formats: tig: atl: In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools. aug: au: Matthews, Percival Rittle-Johnson, Bethany su: Mathematics education Self-perception Concept learning sug: subj: Mathematics education Self-perception Concept learning ab: 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. Copyright (c) 2009 Elsevier Inc. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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