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Title: Self-Assessment and Self-Explanation for Learning Chemistry Using Dynamic Molecular Visualizations
Authors: Chiu, Jennifer
Linn, Marcia
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Chiu, J. & Linn, M. (2008). Self-Assessment and Self-Explanation for Learning Chemistry Using Dynamic Molecular Visualizations. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 16-17). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: This poster investigates how self-explanation and self-assessment prompts can help students learn from dynamic visualizations of chemical reactions. We compared students' self- assessments immediately after the visualizations to self-assessments after visualizations plus explanation prompts. Immediately after interacting with the visualization students overestimated their understanding compared to their self-assessments after giving an explanation. Analysis suggests that generating explanations can help students identify weaknesses in their understanding of dynamic visualizations and develop more coherent views.
Appears in Collections:ICLS 2008

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