This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the…

Promoting self-explanation (i.e., generating explanations for oneself in an attempt to make sense of new information) is a recommended study strategy and instructional practice. A meta-analysis of the literature on prompting self-explanation to improve mathematics learning confirmed that prompted self-explanation leads to a small to moderate…

Examines existing research and instructional design theories for guidelines that encourage a deep approach to learning, i.e., meaningful learning, critical thinking, or independent learning. Highlights include sequencing strategies and elaboration theory, linking concepts, student misconceptions, changing the attitudes of teachers, and projects…