Self explanations: How students study and use examples in learning to solve problems
M.T.H. Chi, M. Bassok, M.W. Lewis, P. Reimann, and R. Glaser 1989 Cognitive Science 13(2), 145-183

This paper analyzes self-generated explanations from talk-aloud protocols that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. It also discusses the role of self-explanations in facilitating problem solving and the adequacy of current AI models of explanation-based learning to account for psychological findings.

Subject: Education, Physics:Classical Mechanics
Resource Type: Scientific Resources:Overview/Reference Work, Journal Article
Research on Learning: Cognitive Domain:Knowledge Transfer, How information is organized:Mental models