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| Autor/inn/en | Baars, Martine; Leopold, Claudia; Paas, Fred |
|---|---|
| Titel | Self-Explaining Steps in Problem-Solving Tasks to Improve Self-Regulation in Secondary Education |
| Quelle | In: Journal of Educational Psychology, 110 (2018) 4, S.578-595 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000223 |
| Schlagwörter | Problem Solving; Secondary School Students; Learning Strategies; Biology; Secondary School Science; Video Technology; Independent Study; Pretests Posttests; Accuracy; Difficulty Level; Cognitive Processes; Foreign Countries; Self Management; Performance; Statistical Analysis; Netherlands |
| Abstract | The ability to learn in a self-regulated way is important for adolescents' academic achievements. Monitoring one's own learning is a prerequisite skill for successful self-regulated learning. However, accurate monitoring has been found to be difficult for adolescents, especially for learning problem-solving tasks such as can be found in math and biology. This study investigated whether a self-explaining strategy, which has been found effective for improving monitoring accuracy in learning from text, can improve monitoring and regulation-choice effectiveness, and problem-solving performance in secondary biology education. In 2 experiments, one half of the participants learned to solve biology problems by studying video-modeling examples, and the other one half learned by giving step-by-step self-explanations following the video-modeling examples (Experiment 1) or by following the posttest problem-solving tasks (Experiment 2). Results showed that in contrast to earlier studies, self-explaining did not improve monitoring and regulation-choice effectiveness. However, the quality of self-explanations was found to be related to monitoring accuracy and performance. Interestingly, the complexity of the problem-solving tasks affected monitoring and regulation-choice effectiveness, and problem-solving performance. These results are discussed in relation to the cognitive demands that monitoring and regulating learning to solve problems combined with self-explaining pose on learners. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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