The Content of Physics Self-Explanations

By Michelene T. H. Chi, Kurt VanLehn. 1991

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Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “Deductions and generalizations help learners refine their knowledge (Chi and VanLehn, 1991: Chi, et al, 1989, 1994; Lombrozo, 2016; Rittle-Johnson, 2006).”
Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART (2005, unknown): “(Chi et al., 1994; Chi & VanLehn, 1991; Magliano, Trabasso, & Graesser, 1999; VanLehn et al., 1992).”
Seeing Deep Structure From the Interactions of Surface Features (2012, unknown): “From their self-explanations, we coded their acquisition of physics principles such as Newton’s First and Second Laws (Chi & VanLehn, 1991, p. 94).”
The development of flexibility in equation solving (2006, unknown): “…which have been found to facilitate learning and transfer under certain conditions (Chi, 2000; Chi & Bassok, 1989; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, DeLeeuw, Chiu, & LaVancher, 1994; Chi & VanLehn, 1991; Pirolli & Recker, 1994; Renkl, 1997; Renkl, Stark, Gruber, & Mandl, 1998).”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “These self-explanations occur when learners realize they do not understand or cannot solve a problem, perhaps because they are missing information or a have a flawed mental model (Chi, 2000; Chi & VanLehn, 1991).”
Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom (2000, background): “This helps students to reconceptualize their understanding, reflect on their thinking, or encourages students to seek out additional explanations ( Chi and Van Lehn, 1991 ).”
Knowing What Students Know: The Science and Design of Educational Assessment (2001, background): “Strong learners can explain which strategies they used to solve a problem and why, while less competent students monitor their own thinking sporadically and ineffectively and offer incomplete explanations (Chi, Bassok, Lewis, Reiman, and Glaser, 1989; Chi and VanLehn, 1991).”
Learning from Text with Diagrams: Promoting Mental Model Development and Inference Generation. (2006, methodology): “In order to directly measure the influence of diagrams on cognitive processes , Experiment 2 uses self-explaining methodology (e.g., Chi, 2000; Chi & VanLehn, 1991) and verbal protocol analyses to assess the influence of diagrams on student learning.”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “The quality of the explanations also differed; good students referred to general principles, concepts, or procedures they had read about in an earlier part of the text and examined how they were instantiated in the current example (Chi and VanLehn, 1991).”