The Influence Of Self-explanation、Feedback Content And Domain Knowledge For Analogical Problem Solving

In order to study the influence of different types of self-explanation prompts、feedback content and domain knowledge for analogical problem solving, we chosestudents from Liaoning Normal University, used experimental materials aboutclassical probabilities according to《Higher mathematic in liberal arts》.This researchincluded the following two experiments:For the first experiment, the experimental materials including pre-test material、study material、practice material and post-test material. The research chose highdomain knowledge students and low domain knowledge students through pre-testscores, then studied classical probabilities knowledge, and solved two practiceexercise problem under different self-explanation prompts(rule self-explanation/stepself-explanation/problem analogy self-explanation). Next, we chose students whoseself-explanation and answers were right, and investigated three different types of theself-explanation prompts for post-test scores. The results showed that: for highdomain knowledge students, rule self-explanation is significant better than stepself-explanation and problem analogy self-explanation on learning outcome, stepself-explanation is significant better than problem analogy self-explanation onlearning outcome; for low domain knowledge students, step self-explanation issignificant better than rule self-explanation and problem analogy self-explanation onlearning outcome, problem analogy self-explanation is significant better than ruleself-explanation on learning outcome.In the second experiment, we used practice material and post-test material in thefirst experiment, and added feedback material. Based on the first experiment, we chose students whose self-explanation and answers were wrong, and gave themdifferent types of the feedback content，investigated the influence about three differenttypes of the feedback content(rule and apply reason feedback/step and connectionfeedback/problem analogy feedback) for two different levels of domain knowledgefor analogical problem solving. The results showed that: for high domain knowledgestudents, rule and apply reason feedback is significant better than step and connectionfeedback and problem analogy feedback on learning outcome, there is no significantdifference between problem analogy and step and connection on feedback outcome;for low domain knowledge students, step and connection feedback is significant betterthan rule and apply reason feedback and problem analogy feedback on learningoutcome, there is no significant difference between problem analogy and step and stepand connection on feedback outcome.