Corrective self-explanation - Revision history

Mbett: Reverted edits by Petrachaney (Talk); changed back to last version by Koedinger

2011-08-31T15:28:26Z

Reverted edits by Petrachaney (Talk); changed back to last version by Koedinger

← Older revision		Revision as of 15:28, 31 August 2011
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	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Booth]]		[[Category:Booth]]


	~~[http://editingwritingservices.org/ dissertation editing]~~

Petrachaney at 13:44, 30 August 2011

2011-08-30T13:44:22Z

← Older revision		Revision as of 13:44, 30 August 2011
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	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Booth]]		[[Category:Booth]]


			[http://editingwritingservices.org/ dissertation editing]

Koedinger: /* References */

2010-02-15T12:09:22Z

References

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	==References==		==References==
	Booth, J.L., Koedinger, K.~~, & Siegler,~~ R.S. (~~2007, October~~). ~~The effect of corrective and typical self~~-~~explanation on algebraic problem~~ solving. ~~Poster~~ presented at the ~~Science~~ of ~~Learning Centers Awardee’s Meeting in Washington, DC~~.		* Booth, J.L., Paré-Blagoev, J. & Koedinger, K.R. (2010). Transforming equation-solving assignments to improve algebra learning: A collaboration with the SERP-MSAN Partnership. Paper to be presented at the annual meeting of the ''American Educational Research Association''.

	~~Grosse~~ & ~~Renkl~~ (~~in press~~). ~~Finding~~ and ~~fixing errors~~ in ~~worked examples: Can this foster~~		* Booth, J.L., Koedinger, K.R., & Siegler, R.S. (2007, October). The effect of corrective and typical self-explanation on algebraic problem solving. Poster presented at the Science of Learning Centers Awardee’s Meeting in Washington, DC.
	~~learning outcomes? Learning and Instruction~~.

	~~Siegler~~, R. S. ~~(2002). Microgenetic studies of self-explanations. In N. Granott~~ & J. ~~Parziale~~ (~~Eds~~.), ''~~Microdevelopment: Transition processes in development~~ and ~~learning~~'' ~~(pp. 31~~-~~58). New York: Cambridge University~~.		* Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? ''Learning and Instruction, 17'', 612-634.

	Siegler, R.S., & Chen, Z. (~~in press~~). ''Developmental Science''.		* Rittle-Johnson, B. (2006). Promoting transfer: Effects of self-explanation and direct instruction. ''Child Development, 77'', 1–29.

			* Siegler, R. S., & Chen, Z. (2008). Differentiation and integration: Guiding principles for analyzing cognitive change. ''Developmental Science, 11'', 433-448.

			* Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), ''Microdevelopment: Transition processes in development and learning'' (pp. 31-58). New York: Cambridge University.

	[[Category:Glossary]]		[[Category:Glossary]]

Koedinger: /* Conditions of application */

2008-04-03T03:05:08Z

Conditions of application

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	1. Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.		1. Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.

	2. Grosse & Renkl (in press) also show that explaining incorrect examples is difficult for poor learners if the step where the error occurred is highlighted. If this is not made clear, students have difficulty detecting and explaining the error.		2. Grosse & Renkl (in press) also show that explaining incorrect examples is difficult for poor learners if the step where the error occurred is not highlighted. If this is not made clear, students have difficulty detecting and explaining the error.

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Julie-Booth: /* Conditions of application */

2008-03-25T17:05:04Z

Conditions of application

← Older revision		Revision as of 17:05, 25 March 2008
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	==Conditions of application==		==Conditions of application==
	Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.		1. Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.

	Grosse & Renkl (in press) also show that explaining incorrect examples is difficult for poor learners if the step where the error occurred is highlighted. If this is not made clear, students have difficulty detecting and explaining the error.		2. Grosse & Renkl (in press) also show that explaining incorrect examples is difficult for poor learners if the step where the error occurred is highlighted. If this is not made clear, students have difficulty detecting and explaining the error.

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Julie-Booth: /* References */

2008-03-25T16:40:43Z

References

← Older revision		Revision as of 16:40, 25 March 2008
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	==References==		==References==
	Booth, J.L., Koedinger, K., & Siegler, R.S. (2007, October). The effect of corrective and typical self-explanation on algebraic problem solving. Poster presented at the Science of Learning Centers Awardee’s Meeting in Washington, DC.		Booth, J.L., Koedinger, K., & Siegler, R.S. (2007, October). The effect of corrective and typical self-explanation on algebraic problem solving. Poster presented at the Science of Learning Centers Awardee’s Meeting in Washington, DC.

			Grosse & Renkl (in press). Finding and fixing errors in worked examples: Can this foster
			learning outcomes? Learning and Instruction.

	Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), ''Microdevelopment: Transition processes in development and learning'' (pp. 31-58). New York: Cambridge University.		Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), ''Microdevelopment: Transition processes in development and learning'' (pp. 31-58). New York: Cambridge University.

Julie-Booth: /* Conditions of application */

2008-03-25T16:37:28Z

Conditions of application

← Older revision		Revision as of 16:37, 25 March 2008
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	==Conditions of application==		==Conditions of application==
	Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.		Corrective self-explanation is likely only useful when students also recieve experience that will facilitate [[construction]] of correct [[knowledge components]]. If students recieve only corrective self-explanation, they may come to reject their incorrect [[knowledge components]], but if they have nothing to replace them with, they will either flounder (having no way to solve the problem), or revert to use of the only strategy they know, even though they know it is incorrect.

			Grosse & Renkl (in press) also show that explaining incorrect examples is difficult for poor learners if the step where the error occurred is highlighted. If this is not made clear, students have difficulty detecting and explaining the error.

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Julie-Booth: /* Theoretical rationale */

2008-03-13T19:30:08Z

Theoretical rationale

← Older revision		Revision as of 19:30, 13 March 2008
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	==Theoretical rationale==		==Theoretical rationale==
	~~(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)~~		As a form of [[self-explanation]], corrective self-explanation works via making knowledge explicit. Unlike typical [[self-explanation]], however, corrective self-explanation focuses on making explicit 1) ''that'' a given [[knowledge component]] is wrong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.
	As a form of [[self-explanation]], corrective self-explanation works via making knowledge explicit. Unlike typical [[self-explanation]], however, corrective self-explanation focuses on making explicit 1) ''that'' a given [[knowledge component]] is wrong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.



	==Conditions of application==		==Conditions of application==

Julie-Booth at 05:59, 2 January 2008

2008-01-02T05:59:51Z

← Older revision		Revision as of 05:59, 2 January 2008
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	==Brief statement of principle==		==Brief statement of principle==
	Explaining how and why incorrect solutions are incorrect will help students to reject incorrect [[knowledge components]] and, thus, stop using incorrect strategies to solve problems.		Explaining how and why incorrect solutions are incorrect will help students to reject incorrect [[knowledge components]] and, thus, stop using incorrect strategies to solve problems.

			Corrective self-explanation is a kind of [[error correction support]] which is a kind of [[instructional method]].

	==Description of principle==		==Description of principle==
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	==Theoretical rationale==		==Theoretical rationale==
	(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)		(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)
			As a form of [[self-explanation]], corrective self-explanation works via making knowledge explicit. Unlike typical [[self-explanation]], however, corrective self-explanation focuses on making explicit 1) ''that'' a given [[knowledge component]] is wrong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.


	~~Corrective self-explanation is a kind of [[error correction support]] which is a kind of [[instructional method]].~~

Julie-Booth at 05:55, 2 January 2008

2008-01-02T05:55:07Z

← Older revision		Revision as of 05:55, 2 January 2008
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	Corrective self-explanation is [[self-explanation]]s of ''incorrect'' [[worked examples]]; explaining how and why they are incorrect. See the study by [[Booth]].		Corrective self-explanation is [[self-explanation]]s of ''incorrect'' [[worked examples]]; explaining how and why they are incorrect. See the study by [[Booth]].

	~~Corrective self-explanation is a kind of [[error correction support]] which is a kind of [[instructional method]].~~

	===Examples===		===Examples===
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	(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)		(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)


			Corrective self-explanation is a kind of [[error correction support]] which is a kind of [[instructional method]].