The Effects of Self-Explanations of Correct and Incorrect Solutions on Algebra Problem-Solving Performance
Year: 2004
Type: article
Abstract: Various strategies such as self-explanation (Chi, 2000), collaborative problem solving (Ellis, Klahr, & Siegler, 1993), scaffolding (Vygotsky, 1978), reciprocal teaching (Brown & Palinscar, 1989), and learning from worked-out examples (Mwangi & Sweller, 1998), have been used successfully to facilitate learning and understanding. Psychologists are particularly interested in the cognitive processes underlying and affected by these methods, the varying effectiveness of each across different domains, and the mechanisms that are associated with the learning that results from the utilization of each. Although these techniques are different in form, each one encourages the student to engage in learning during which knowledge is actively processed, and mental models and schema are constructed and reconstructed. The goal of this study was to extend our knowledge of the mechanisms by which students acquire knowledge and the strategies that could be used to facilitate these processes. The effects of feedback and self-explanation have been examined under various conditions, and within various domains (Chi, de Leeuw, Chiu, & LaVancher, 1994;
Author: Laura A. Curry
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2771278879