The Influence of Reflective Self-Explanations on Problem-Solving Performance

Autor/inn/en	Kwon, Kyungbin; Jonassen, David H.
Titel	The Influence of Reflective Self-Explanations on Problem-Solving Performance
Quelle	In: Journal of Educational Computing Research, 44 (2011) 3, S.247-263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Multiple Choice Tests; Prior Learning; Problem Solving; Programming; Reflection; Computer Science Education; Misconceptions; Metacognition; Web Based Instruction; College Students; Pretests Posttests; Online Courses + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vorkenntnisse; Problemlösen; Programmierung; Computer science lessons; Informatikunterricht; Missverständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Web Based Training; Collegestudent; Online course; Online-Kurs
Abstract	In this study, the effects of reflective self-explanations on conceptual understanding and problem solving are investigated in a domain of computer programming. After completing a multiple-choice test, 33 students were asked to reflect on and explain why their answers were correct or incorrect. Groups were divided for post hoc analysis based on the degree of reflective self-explanation and prior knowledge. Results indicated that students who actively engaged in the reflective self-explanation process performed better in problem solving tasks with minimal guidance. Prior knowledge was critical for effective reflection, especially recalling principles. Although low prior knowledge students tended to persist with their faulty mental models, self-explanation activities helped them to repair their models. The relationship between reflective self-explanation and prior knowledge is discussed. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10