Self-explanation effects hold on far-transfer but not near-transfer questions in a geometry classroom study¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When ninth graders self-explained while studying a geometry theorem, performance improved on far-transfer questions but not on near-transfer questions. → Dunlosky 2013

Evidence¶

Dunlosky 2013¶

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

q2 · i? · causal · r?

Classroom study by R. M. F. Wong et al. (2002) reported in the monograph's educational-contexts section: ninth graders studied an unstudied theorem with self-explanation prompts or nonspecific think-aloud instructions, with a review and final test the following week. The dissociation between near- and far-transfer is printed without a test statistic.

"Self- explanation did not improve performance on near-transfer questions but did improve performance on far-transfer questions."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• Learning techniques have much smaller effects on deep learning and far transfer than on surface learning and near transfer — the general claim this finding bears on, with the studies behind it
• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
• Static self-explanation prompts in the Geometry Cognitive Tutor produced greater gains on Reason and Not Enough Info test items than problem-solving practice alone — related
• Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons — related
• Galperin-based geometry instruction enabled poorly performing sixth graders to identify geometric items correctly, with 93% giving conceptual explanations — related