UNBOXING UNDERSTANDING: SELF-EXPLANATION PROMPTING AS A KEY TO UNLOCKING DEEP LEARNING IN CALCULUS

Sufyani Marethi, Hadi Firdos Prabawanto
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Abstract

Deep learning in calculus often poses challenges for students, requiring a nuanced approach to foster comprehension. This study explores the efficacy of self-explanation prompting as a key strategy for enhancing deep learning in calculus. The research investigates the impact of guided self-explanation prompts on students' understanding and retention of calculus concepts. By employing a carefully designed intervention, we aim to uncover the mechanisms through which self-explanation facilitates meaningful learning in calculus. The results highlight the potential of self-explanation as a powerful tool in the educational toolkit, shedding light on how it can unlock a deeper understanding of calculus concepts and improve overall learning outcomes.
开箱即悟:自我解释提示是开启微积分深度学习的一把钥匙
微积分的深度学习往往给学生带来挑战,需要采取细致入微的方法来促进理解。本研究探讨了自我解释提示作为加强微积分深度学习的关键策略的有效性。研究调查了引导性自我解释提示对学生理解和保留微积分概念的影响。通过采用精心设计的干预措施,我们旨在揭示自我解释促进微积分有意义学习的机制。研究结果凸显了自我解释作为教育工具包中强有力工具的潜力,揭示了自我解释如何能够加深对微积分概念的理解并提高整体学习效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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