Difference between revisions of "Self-explanation"
Julie-Booth (talk | contribs) |
(used citation template) |
||
| Line 9: | Line 9: | ||
Self-explanation is a domain general constructive activity that engages studetns in active learning and insures that learners attende to the material in a meaningful way while effectively monitoring their evolving understanding. Several key cognitive mechanisms are involved in this process including generating inferencesw to fill in missing information, integrating information within the study materials, integrating new information with prior knowledge, and monitoring and repairing faulty knowledge. | Self-explanation is a domain general constructive activity that engages studetns in active learning and insures that learners attende to the material in a meaningful way while effectively monitoring their evolving understanding. Several key cognitive mechanisms are involved in this process including generating inferencesw to fill in missing information, integrating information within the study materials, integrating new information with prior knowledge, and monitoring and repairing faulty knowledge. | ||
| − | Also see Chi, M.T.H., et al. | + | Also see {{cite journal |
| + | | authorlink = Chi, M.T.H., et al. | ||
| + | | title = Self-explanations: How students study and use examples in learning to solve problems. | ||
| + | | journal = Cognitive Science | ||
| + | | volume = 15 | ||
| + | | pages = 145-182 | ||
| + | | date = 1989}} | ||
Revision as of 17:45, 27 November 2006
As a learning process, self-explanation
A self-generated explanation of presented instruction that integrates the presented information with background knowledge and fills in tacit inferences.
Operationally, self-explanations are detected by asking students to speak aloud as they study and counting any utterance beyond paraphrasing material as a possible self-explanation
From Roy, M., & Chi, M.T.H. (2005). The self-explanation principle. In R.E. Mayer (Ed.) Cambridge Handbook of Multimedia Learning:
Self-explanation is a domain general constructive activity that engages studetns in active learning and insures that learners attende to the material in a meaningful way while effectively monitoring their evolving understanding. Several key cognitive mechanisms are involved in this process including generating inferencesw to fill in missing information, integrating information within the study materials, integrating new information with prior knowledge, and monitoring and repairing faulty knowledge.
Also see Template:Cite journal
