The Effect of Explaining Another's Actions on Children's Implicit Theories of Balance

By Karen J. Pine, David Messer. 2000

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e9b7986f5f114a675f23d91bd6e352da88aec38f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Microgenetic Analyses of Learning (2007, background): “Asking 5- to 9-year- olds to explain why a balance scale rotated as it did leads to greater learning than 80 0 just having them observe the movements (Pine & Messer, 2000).”
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. (2001, background): “Generating these explanations should help support greater learning of correct procedures (Pine & Messer, 2000; Siegler, 1995).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “…sense of the learning (Grifﬁn et al., 2008) Prompted SE > Rereading twice (Chi et al., 1994) Explaining others’ solution > Watching other solution (Pine & Messer, 2000) Studying incomplete examples > Studying completed examples (Atkinson et al., 2003; Stark, 1999) No known studies Explaining…”
The Role of Encoding in the Self-Explanation Effect (2005, background): “…expert can improve their conservation skills (preshoolers, Siegler, 1995), acquire an advanced tic-tac-toe strategy (kindergarten–second graders; Crowley & Siegler, 1999), and enhance their theories of balance (kindergarten–third graders; Peters, Messer, Smith, & Davey, 1999; Pine & Messer, 2000).”
Promoting transfer: effects of self-explanation and direct instruction. (2006, background): “…that prompts to selfexplain, when compared with no-prompts, lead to immediate improvement in procedural learning (Bielaczyc, Pirolli, & Brown, 1995; Pine & Messer, 2000) as well as procedural transfer (Aleven & Koedinger, 2002; Atkinson, Renkl, & Merrill, 2003; Renkl, Stark, Gruber, & Mandl, 1998;…”
Instruction Based on Self-Explanation (2010, background): “In a study investigating children’s learning abilit ies, Pine and Messer (2000) investigated 5–9-year-old children’s performance on a balance beam task before and after a demonstration by the instructor.”
Children's Misconceptions in Primary Science: A Survey of teachers' views (2001, background): “In our studies with children and the balance beam task, we have also found that children fail to relinquish their ‘centre theory’ after seeing an adult modelling the correct solution, or collaborating with others (Pine & Messer, 1998, 2000).”