Bob Hausmann: “Injecting self-explanation in the classroom: An in vivo experiment”

July 16, 2007 | USC ICT

Speaker: Bob Hausmann

It is widely accepted that active, cognitive processing during learning results in a robust representation of the target material. For example, self-explanation is an active, sense-making learning strategy that has consistently shown to be effective across a wide variety of knowledge domains. While the effects of self-explanation have been well documented, there remain a few open questions. First, do the strong learning effects transfer to the classroom setting? Second, why is self-explanation effective? Generating explanations may be effective because of the additional content that is produced, or it may be due to the activity of generation itself. In an attempt to answer these open questions, we conducted a classroom experiment by instructing students to engage in one of two learning strategies: paraphrasing or self-explaining worked-out examples. In this talk, I will present the results from our study, as well as an introduction to a methodology used by the Pittsburgh Science of Learning Center (PSLC) called in vivo experimentation.