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Promoting Self-Explanation to Improve Mathematics Learning: A Meta-Analysis and Instructional Design Principles
Promotion of self-explanations is a recommended study technique and instructional practice.
It has the capacity to help improve procedural and conceptual understanding and to support transfer. In some cases the literature indicates, however, null- or even negative results.
The paper considers the literature on self-explanations in mathematics, but the principles, as well as the general idea of self-explanations as a useful pedagogical tool, should be relevant to other subjects as well.
Bethany Rittle-Johnson, Abbey M. Loehr, Kelley Durkin, Promoting Self-Explanation to Improve Mathematics Learning: A Meta-Analysis and Instructional Design Principles, ZDM Mathematics Education 2017.
Link to article: https://link.springer.com/article/10.1007/s11858-017-0834-z
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