Prompting self-explanation in a physics electricity unit led to accelerated future learning in a subsequent magnetism unit¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Self-explanation prompting during electricity learning produced accelerated future learning of magnetism, an effect attributed either to better learning strategies or to deeper, more general concept learning. → Kenneth R. Koedinger 2010

Evidence¶

Kenneth R. Koedinger 2010¶

Kenneth R. Koedinger, Albert T. Corbett, Charles Perfetti. (2010). The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Carnegie Mellon University Technical Report. http://learnlab.org/research/wiki

q2 · i? · theoretical · r3

The article reports, citing Hausmann & VanLehn (2007), that self-explanation prompting in a physics electricity unit led to accelerated future learning in a magnetism unit. The article offers two candidate explanations: improved self-explaining as a strategy, or electricity concepts learned in a deeper, more general form.

"prompting students to self-explain in a Physics unit on electricity led to accelerated future learning in a magnetism unit (Hausmann & VanLehn, 2007)"

Discussion¶

Related Claims¶

• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — a broader claim this one bears on
• Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure — related