Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems

By Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann, R. Glaser. 1989

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Citations in the corpus

Limitations of Student Control: Do Students Know When They Need Help? (2000, methodology): “There are individual differences with respect to students' metacognitive skills, for example, the abilty to explain examples [Chi et al, 1989] or the ability to make productive use of optional on-line tools in a computer tutor [Shute and Gluck, 1996].”
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “Knowing what you don’t know has the potential to provoke the search for clarification ( Chi et al. 1989 ).”
When Are Tutorial Dialogues More Effective Than Reading? (2007, background): “Chi et al. (2001) took advantage of the propensity of untrained tutors to lecture and first had a group of tutors work with tutees naturally. These tutors were then trained to be more interactive, for example, by using content-free prompting as much as possible. Analyses of the dialogues showed that”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, methodology): “Self-explanation has proven to be a successful approach to engaging in the active processing of learning material (Chi et al., 1989; Renkl, 1997; Renkl & Atkinson, 2002; Roy & Chi, 2005).”
Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts (2003, methodology): “How could we design better prompts? The directed prompts used here were developed based on a theoretically-grounded understanding of the importance of identifying weaknesses (Linn, 1995), comprehension failures (Chi, 2000; Chi et al., 1989), errors (Ohlsson, 1996; Ohlsson & Rees, 1991), or impasses ”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, background): “Second, if a study simply contrasts studying a worked-out solution directly with solving the same problem as the worked-out solution, then studying a worked-out solution might be superior not because it is more or less active than solving a problem, but because a worked-out solution can provide a gr”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, methodology): “Influential research by Chi and colleagues (Chi, Bassok, Lewis, Reimann, & Glaser, 1989 ) found that students who self-explained well—explaining and justifying steps in an example problem, and considering goals, consequences, and the relationships between subsequent actions—were far more successful”
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. (2001, background): “In addition, children with greater conceptual knowledge should be more likely to generate meaningful explanations for why the correct answer is correct and how it was generated (Chi, Bassok, Lewis, Reimann, & Glaser, 1989).”
Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation (2000, background): “It would be unfeasible to encode these explanations by hand, especially because we ultimately want to allow instructors to easily extend the set of available examples on their own.”