Self-Explanations¶
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13(2), 145-182.
Cited by¶
4 citations across 4 artifacts.
Each citation links to the sentence it supports in the citing article.
Mechanisms¶
- Learner Explanation Prompt
- It rests on the well-established self-explanation effect: prompting learners to explain material to themselves deepens comprehension and surfaces the gaps their silent confidence papered over.
This sourceDocuments the self-explanation effect among learners who generate explanations for themselves.
- It rests on the well-established self-explanation effect: prompting learners to explain material to themselves deepens comprehension and surfaces the gaps their silent confidence papered over.
- Learner-Generated Explanation
- Reconcile with prior knowledge. The learner squares the new account against what they already believed, so the explanation integrates rather than floats as a separate island.
This sourceShows that self-explanation relates example steps to underlying principles and produces integrated, example-independent knowledge.
- Reconcile with prior knowledge. The learner squares the new account against what they already believed, so the explanation integrates rather than floats as a separate island.
- Metacognitive Prompt
- Asking a learner to explain a step to themselves — a self-explanation — reliably deepens understanding and surfaces gaps, which is the effect a good prompt is engineering.
This sourceFinds that generating self-explanations deepens understanding and surfaces gaps.
- Asking a learner to explain a step to themselves — a self-explanation — reliably deepens understanding and surfaces gaps, which is the effect a good prompt is engineering.
- Reflection Prompt
- Its shallow ancestor is the study break that asks "is this working?" — the value is entirely in the honest read, which is why self-explanation research finds the gain comes from actually answering, not from the question's presence.
This sourceFinds that students who generated more self-explanations while studying worked examples learned more successfully.
- Its shallow ancestor is the study break that asks "is this working?" — the value is entirely in the honest read, which is why self-explanation research finds the gain comes from actually answering, not from the question's presence.
Verification¶
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