In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools

Explaining new ideas to oneself can promote learning and transfer, but how and when such self-explanations are effective is unclear. This study investigated how instruction on concepts versus procedures affected the quality of self-explanations and subsequent learning outcomes for 2nd through 5th gr...

Full description

Bibliographic Details
Main Author:	Matthews, Percival Grant
Other Authors:	Bethany Rittle-Johnson
Format:	Others
Language:	en
Published:	VANDERBILT 2008
Subjects:	Psychology
Online Access:	http://etd.library.vanderbilt.edu/available/etd-03252008-102014/

id	ndltd-VANDERBILT-oai-VANDERBILTETD-etd-03252008-102014
record_format	oai_dc
spelling	ndltd-VANDERBILT-oai-VANDERBILTETD-etd-03252008-1020142013-01-08T17:16:18Z In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools Matthews, Percival Grant Psychology Explaining new ideas to oneself can promote learning and transfer, but how and when such self-explanations are effective is unclear. This study investigated how instruction on concepts versus procedures affected the quality of self-explanations and subsequent learning outcomes for 2nd through 5th grade children when solving math equivalence problems (e.g. 7+3+9=7+_). Experiment 1 varied whether instruction was conceptual or procedural in nature, and Experiment 2 varied whether children were prompted to self-explain after conceptual instruction. Conceptual instruction led to higher quality explanations, greater conceptual knowledge gains and similar procedural knowledge gains compared to procedural instruction. No effect was found for the self-explanation manipulation. Results suggest conceptual instruction can be more efficient than procedural instruction and may improve knowledge enough to make self-explanation unnecessary. Bethany Rittle-Johnson Georgene Troseth Thomas H. Carr VANDERBILT 2008-04-04 text application/pdf http://etd.library.vanderbilt.edu/available/etd-03252008-102014/ http://etd.library.vanderbilt.edu/available/etd-03252008-102014/ en unrestricted I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.
collection	NDLTD
language	en
format	Others
sources	NDLTD
topic	Psychology
spellingShingle	Psychology Matthews, Percival Grant In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
description	Explaining new ideas to oneself can promote learning and transfer, but how and when such self-explanations are effective is unclear. This study investigated how instruction on concepts versus procedures affected the quality of self-explanations and subsequent learning outcomes for 2nd through 5th grade children when solving math equivalence problems (e.g. 7+3+9=7+_). Experiment 1 varied whether instruction was conceptual or procedural in nature, and Experiment 2 varied whether children were prompted to self-explain after conceptual instruction. Conceptual instruction led to higher quality explanations, greater conceptual knowledge gains and similar procedural knowledge gains compared to procedural instruction. No effect was found for the self-explanation manipulation. Results suggest conceptual instruction can be more efficient than procedural instruction and may improve knowledge enough to make self-explanation unnecessary.
author2	Bethany Rittle-Johnson
author_facet	Bethany Rittle-Johnson Matthews, Percival Grant
author	Matthews, Percival Grant
author_sort	Matthews, Percival Grant
title	In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
title_short	In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
title_full	In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
title_fullStr	In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
title_full_unstemmed	In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools
title_sort	in pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical tools
publisher	VANDERBILT
publishDate	2008
url	http://etd.library.vanderbilt.edu/available/etd-03252008-102014/
work_keys_str_mv	AT matthewspercivalgrant inpursuitofknowledgecomparingselfexplanationsconceptsandproceduresaspedagogicaltools
_version_	1716533196522258432

In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools

Similar Items