Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems


The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” ond “Poor” students produce while studying worked-out exomples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action ports of the exomple solutions, ond relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explonations, monitor their learning inaccurately, and subsequently rely heovily an examples. We then discuss the role of self-explanations in facilitating problem solving, as well OS the adequacy of current Al models of explanation-based learning to account for these psychological findings.

DOI: 10.1207/s15516709cog1302_1

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@article{Chi1989SelfExplonationsHS, title={Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems}, author={Michelene T. H. Chi and Miriam Bassok and Matthew W. Lewis and Peter Reimann and Robert Glaser}, journal={Cognitive Science}, year={1989}, volume={13}, pages={145-182} }