Please use this identifier to cite or link to this item:
|Title:||Self-Assessment and Self-Explanation for Learning Chemistry Using Dynamic Molecular Visualizations|
|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|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.