dor_id: 54154

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://www.revistas.unam.mx/index.php/req/article/view/63572/55732

100.1.#.a: Villalta-cerdas, Adrián; Sandi-ureña, Santiago

524.#.#.a: Villalta-cerdas, Adrián, et al. (2016). Assessment of self-explaining effect in a large enrolment General Chemistry course. Educación Química; Vol. 27 Núm. 2, 2016; 115-125. Recuperado de https://repositorio.unam.mx/contenidos/54154

720.#.#.a: Villalta Cerdas, Adrian; Sandi Ureña, Santiago Sandi Urena

245.1.0.a: Assessment of self-explaining effect in a large enrolment General Chemistry course

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2016

264.#.1.c: 2018-02-28

653.#.#.a: Self-explaining; Classroom study; Chemistry education; Scientific explanation; General Chemistry

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://www.revistas.unam.mx/index.php/req/article/view/63572

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/63572

041.#.7.h: spa

520.3.#.a: Self-explaining refers to the generation of inferences about causal connections between objects and events for one’s own consumption. Self-explaining is amongst the practices of science deemed essential for scientific competence; therefore, a valued learning outcome in itself. Nonetheless, generation of authentic explanations is seldom promoted in college science instruction. This work examined the effect of engagement in self-explaining on conceptual understanding of chemistry. Learning and performance tasks were completed individually in the classroom ecology of a large-enrolment General Chemistry course in the US. The study spanned a period of five semesters including pilot-tests and replications. The self-explaining intervention followed a multi-condition comparison design that used performance on a post-test to assess learning. Students were randomly assigned to the following conditions: reviewing a correct explanation, explaining correct or incorrect answers, explaining agreement with answers produced by others, and explaining their own answers. A cohort of students who underwent standard instruction with no intervention and had prepared for formal examination served as reference. The self-explaining cohorts performed better than the reference group, and in one case was the difference statistically significant. Findings suggest that self-explaining activities support students’ conceptual understanding at least as much as instruction. This study contributes evidence for the self-explaining effect and the ICAP hypothesis in a discipline where no evidence is available. Furthermore, it adds to the relatively little work in self-explaining that has explored naturalistic learning environments. This work supports the incorporation of self-explaining activities in the repertoire of instructional practices for General Chemistry

773.1.#.t: Educación Química; Vol. 27 Núm. 2 (2016); 115-125

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 115-125

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.1016/j.eq.2015.11.007

handle: 00d6e5f811acc8ac

harvesting_date: 2023-06-20 16:00:00.0

856.#.0.q: application/pdf

last_modified: 2023-06-20 16:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

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