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Download full textIonas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L. – International Journal of Teaching and Learning in Higher Education, 2012
This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…
Descriptors: Prior Learning, Academic Achievement, Experimental Groups, Control Groups
