Journal article

Self-Explaining Steps in Problem-Solwing Tasks to Improve Self-Regulation in Secondary Education

    2018
Published in:
  • Journal of Educational Psychology. - 2018, vol. 110, no. 4, p. 578-595
English 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.
Faculty
Faculté des lettres
Department
Centre d'enseignement et de recherche pour la formation à l'enseignement au secondaire
Language
  • English
Classification
Education, teaching
License
License undefined
Identifiers
Persistent URL
https://folia.unifr.ch/unifr/documents/308374
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