Download PDFOpen PDF in browserExamining the Effects of Self-Explanation on Students’ Inference Generation and Conceptual ChangeEasyChair Preprint 622315 pages•Date: August 4, 2021AbstractThis study examined the effectiveness of using self-explanation prompts to enhance students’ ability to produce bridging inferences, improve their text comprehension, and correct their misconceptions. College students were prompted to self-explain or think-aloud while reading a non-refutational or refutational text. The students were assessed on their text comprehension, conceptual understanding, vocabulary, and prior knowledge. The results demonstrated that students prompted to self-explain produced more bridging inferences than students prompted to think-aloud. In addition, students who generated more bridging inferences better text comprehension had fewer misconceptions after reading. However, students’ conceptual understanding also depended on their prior knowledge and reading skill. Keyphrases: Refutational Text, bridging inferences, misconceptions, self-explanation
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