השפעת הסברים עצמיים על פתרון בעיות אנלוגי

Explanations students provide to themselves while learning (self-explanations), have been shown to be positively associated with some learning measures. However, the effect of self-explanation on a central domain, analogical problem-solving, has not been investigated. This research focuses on how prompting students to self-explain influences analogical problem-solving. 24 students were asked to solve 3 problems (1 learning problem and 2 test problems). The Ss were prompted either to self-explain or to think aloud. The results indicated that self-explaining Ss performed better in the test phase. In addition, it was found that performance in the test phase was associated with retrieval time; the more time Ss spent at retrieving source analogues the faster they solved the test problem. In analyzing verbal protocols for good and poor solvers, 4 self-explanation categories were identified. Three categories were positively associated with analogical problem-solving (at solving test problems). The authors conclude that self-explanation improves analogical problem-solving by supporting the solution scheme representation of problems, although only certain categories of self-explanation mediate the process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)