The Influence Of Self-explanation And Sample Types On The Fifth-grade Pupils' Learning About The Circumference Of The Circle

Self-explanation prompts and self-explanation training can help learners conduct effective self-explanation,and self-explanation contributes to the generation of mathematical knowledge and deep representation.Previous studies have found that self-explanation prompts or the comparison between correct and incorrect worked examples can promote the learning of mathematics knowledge.However,no research has examined self-explanation prompts as well as worked example types at the same time.In addition,previous studies have mainly focused on the field of algebra,less on the field of geometry.On the other hand,self-explanation training is an effective way to promote deep learning of mathematical content.However,the evidence is very limited that self-explanation training can reliably promote learning in the classroom environment.In view of the deficiencies in previous studies,two experiments were designed to explore the effect of self-explanation prompts and self-explanation training on the perimeter of the fifth-grade pupils learning about circle,using the knowledge of the circumference of the circle as the learning material,and the fifth-grade pupils as the subjects,with three dependent variables----near and far transfer scores,cognitive load and learning attitude.Experiment 1 examines the influence of self-explanation prompts and worked example types on the fifth-grade pupils' learning about the circumference of the circle.The experiment used 160 fifth-grade pupils as subjects,using 2(self-explanation prompts: with self-explanation prompt,without self-explanation prompt)×2(worked example types: correct worked example,correct and incorrect worked example)two-factor experiment design.The results show that the pupils' near transfer scores under self-explanation prompts are significantly higher than those without self-explained prompts,and there is no significant difference in far transfer scores under the two conditions;self-explanation prompts and worked example types have no interaction effect on the near and far transfer scores;self-explanation prompt have significant interaction effect on the cognitive load;they don't have significant effect on the pupils learning attitude.Experiment 2 explores the effect of self-explanation training on the perimeter of the fifth-grade pupils learning circle.We adopt quasi-experimental design and divide into three groups----the self-explanation training group,the time management trainng group and the comparison group.The result shows that there is no significant difference in the near and far transfer scores of the time management training group and comparison group,but their scores all are much lower than that of the self-explanation training group.There isn't significant difference of scores in the examined cognitive load of the three groups.There is no significant difference in the scores of the self-explanation training group and comparison group on the learning attitude,but their scores all are much higher than that of the time management training group.Combining the results of the two experiments,the following conclusions can be drawn:(1)Compared with the condition of no self-explanation prompts,self-explanation prompts can effectively improve the grade 5 pupils' academic performance on the perimeter of the circle.(2)Compared with the correct worked example,the correct and incorrect worked examples don't promote the fifth grade primary school students learning about the circumference of the circle.(3)Self-explanation training can promote pupils learning about the circumference of the circle.