التفاصيل البيبلوغرافية
| العنوان: |
Effects of self-explanation as a metacognitive strategy for solving mathematical word problems. |
| المؤلفون: |
Tajika, Hidetsugu, Nakatsu, Narao, Nozaki, Hironari, Neumann, Ewald, Maruno, Shunichi |
| المصدر: |
Japanese Psychological Research; Sep2007, Vol. 49 Issue 3, p222-233, 12p, 2 Diagrams, 2 Charts |
| مصطلحات موضوعية: |
METACOGNITION, COGNITION, SELF-control, PROBLEM solving, METHODOLOGY, SCHOOL children |
| مستخلص: |
This study examined how a metacognitive strategy known as self-explanation influences word problem solving in elementary school children. Participants were 79 sixth-graders. They were assigned to one of three groups: the self-explanation group, the self-learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self-explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self-explanations relating to deep understanding of worked-out examples outperformed low explainers on both ratio word problem and transfer tests. The self-explanation effect is discussed. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
