Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations
نویسندگان
چکیده
This poster investigates how self-explanation and self-assessment prompts can help students learn from dynamic visualizations of chemical reactions. We compared students’ selfassessments immediately after the visualizations to self-assessments after visualizations plus explanation prompts. Immediately after interacting with the visualization students overestimated their understanding compared to their self-assessments after giving an explanation. Analysis suggests that generating explanations can help students identify weaknesses in their understanding of dynamic visualizations and develop more coherent views.
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