Cited by 422Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsTeaching and Learning Programming

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Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

Bielaczyc, Katerine, Pirolli, Peter L., Brown, Ann L.·1995·Cognition and Instruction

DOI 10.1207/s1532690xci1302_3

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Abstract

Previous research has found positive correlations between particular strategies students use while studying to explain instructional materials to themselves and student performance on associated problem-solving tasks (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Pirolli & Bielaczyc, 1989; Pirolli & Recker, 1994). In the study reported here, we investigate the causal nature of this relation. This was accomplished by identifying a set of self-explanation and self-regulation strategies used by high-performance students in our earlier studies. We used strategy training to manipulate students' application of these strategies and examined the impact of their use on student explanations and performance. Twenty-four university students with no prior programming experience worked through a sequence of programming lessons. Following introductory lessons, participants received interventions involving explicit training in the strategies (instructional group) or received a similar set of interventions but no explicit training (control group). The instructional group showed significantly greater gains than the control group in the use of self-explanation and self-regulation strategies from the pre- to postinterventions lessons. Increased strategy application was accompanied by significantly greater performance gains. The results indicate that the particular self-explanation and self-regulation strategies used in training contribute to learning and problem-solving performance.

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Authors: Bielaczyc, K., Pirolli, P. L., & Brown, A. L.
Affiliations: University of California, Berkeley (US)
ORCID: Pirolli, Peter L.
Venue: Cognition and Instruction
Publisher: Informa UK Limited
Published: 1995-06
Volume: 13
Issue: 2
Pages: 221-252
ISSN: 0737-0008 (ISSN-L)
1532-690X
DOI: 10.1207/s1532690xci1302_3
OpenAlex: W2027525087
Cited by: 422
References: 36
Citations by year: 2026: 4 · 2025: 4 · 2024: 6 · 2023: 3 · 2022: 16 · 2021: 9 · 2020: 21 · 2019: 11 · 2018: 5 · 2017: 15 · 2016: 13 · 2015: 19 · 2014: 19 · 2013: 17 · 2012: 22
FWCI: 15.40
Type: journal article
Language: en
Open access: closed
Locations: Cognition and Instruction (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
Keywords: self-explanation, self-regulation strategies, strategy training, problem solving, knowledge acquisition, programming education, novice programmers

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Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

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