职业移民必须在雇主公司全职工作么？# EB23 - 劳工卡
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Abstract.
Self-explaining has been repeatedly shown to result in positive learning
outcomes for students in a wide variety of disciplines. However,
there are two potential accounts for why self-explaining works.
First, those who self-explain experience more content than those who do
not. Second, there are differences in the activity of generating the
explanations versus merely comprehending them. To compare these two accounts
, the present in vivo classroom study, conducted in the PSLC physics
LearnLab, attempted to contrast robust learning from generating
explanations with the actively of studying instructional explanations. The
students’ learning activities (self-explaining vs. paraphrasing) were
crossed with the completeness of the examples they studied (
complete vs. incomplete). During a classroom period on
electrodynamics, students alternated between solving problems and
studying examples. On these problems, the self-explainers made fewer
errors and asked for less help than paraphrasers. On homework
problems done many days later, self-explainers displayed evidence of far
transfer in a related, yet new domain (i.e., magnetism). In conclusion
, prompting students to self- explain while studying examples, in
an authentic classroom environment, can result in positive near- and
long-term learning.
Keywords. self-explaining, paraphrasing, study strategies
Self-explaining has been repeatedly shown to result in positive learning
outcomes for students in a wide variety of disciplines. However,
there are two potential accounts for why self-explaining works.
First, those who self-explain experience more content than those who do
not. Second, there are differences in the activity of generating the
explanations versus merely comprehending them. To compare these two accounts
, the present in vivo classroom study, conducted in the PSLC physics
LearnLab, attempted to contrast robust learning from generating
explanations with the actively of studying instructional explanations. The
students’ learning activities (self-explaining vs. paraphrasing) were
crossed with the completeness of the examples they studied (
complete vs. incomplete). During a classroom period on
electrodynamics, students alternated between solving problems and
studying examples. On these problems, the self-explainers made fewer
errors and asked for less help than paraphrasers. On homework
problems done many days later, self-explainers displayed evidence of far
transfer in a related, yet new domain (i.e., magnetism). In conclusion
, prompting students to self- explain while studying examples, in
an authentic classroom environment, can result in positive near- and
long-term learning.
Keywords. self-explaining, paraphrasing, study strategies
