Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1203
Title: Learning from Self-Explaining Emergent Phenomena
Authors: Muldner, Kasia
Burleson, Winslow
Chi, Michelene T. H.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Muldner, K., Burleson, W., & Chi, M. T. (2014). Learning from Self-Explaining Emergent Phenomena. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 847-854.
Abstract: To date, relatively little work has explored how students learn about a particular class of processes, namely emergent ones. The research that has investigated these processes has primarily employed a case-study methodology. Here, we report on a controlled experi- ment comparing how students learn about the emergent topic of diffusion from self-explaining vs. from reading. In contrast to a prior study that found self-explanation was not associated with learning about emergence, students learned significantly more in the self-explaining con- dition. To shed light on how different types of self-explanations are related to learning, we analyze the content of students' explanations and their association to learning outcomes; we also present qualitative analysis of students' misconceptions and how these relate to existing theories of emergent attributes.
URI: https://doi.dx.org/10.22318/icls2014.847
https://repository.isls.org//handle/1/1203
Appears in Collections:ICLS2014

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