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The present paper analyzes the self-generated explanations (from talk-aloud protocols) that " Good " ond " Poor " students produce while studying worked-out exomples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that " Good " students learn with understanding: They generate many explanations which refine(More)
Learning involves the integration of new information into existing knowledge. Generoting explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. This study extends that finding, showing that(More)
Examining organization of semantic information in the domain of Physics for PROBLEM SOLVING for experts versus novices: 1. Use of problem categories (models) to solve problem 2. Types of problem categories used 3. Knowledge associated with problem categories 4. Features of problems that affect how problem represented Operational definitions: PROBLEM(More)
This article offers a plausible domain-general explanation for why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood. The explanation assumes that processes may differ in ontological ways: that some processes (such as the apparent flow in diffusion of dye in water)(More)
Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or(More)
Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors' actual behaviors may help to account for variation in learning(More)
2 INTRODUCTION How do people acquire a complex body of knowledge, such as the history of the Panama Canal, the structure of the solar system, or the explanation for how the human circulatory system works? Complex learning takes longer than a few minutes and requires processes that are more complicated than the associative processes needed to memorize pairs(More)