Abstract
This poster session brings together six perspectives on the role of explanations in learning. Each poster presents recent empirical and/or theoretical findings that address how, when or why explaining is beneficial for learning. This session will highlight the similarities and differences among how the term explanation is used in cognitive science, psychology, and science education with the aim of moving the field towards a better understanding of how explanations can support learning. By bringing together these researchers we aim to encourage communication around what constitutes an explanation and how the researchers from different communities are addressing similar issues, such as the nature of teacher's explanations, student's explanations, expert's explanations, and self-explanations and their role in learning.
| Original language | English (US) |
|---|---|
| Title of host publication | Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences |
| Pages | 488-495 |
| Number of pages | 8 |
| Volume | 2 |
| State | Published - 2010 |
| Externally published | Yes |
| Event | 9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: Jun 29 2010 → Jul 2 2010 |
Other
| Other | 9th International Conference of the Learning Sciences, ICLS 2010 |
|---|---|
| Country | United States |
| City | Chicago, IL |
| Period | 6/29/10 → 7/2/10 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
The role of explanations in learning. / Barth-Cohen, Lauren; Chiu, Jennifer; Schwendimann, Beat.
Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences. Vol. 2 2010. p. 488-495.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - The role of explanations in learning
AU - Barth-Cohen, Lauren
AU - Chiu, Jennifer
AU - Schwendimann, Beat
PY - 2010
Y1 - 2010
N2 - This poster session brings together six perspectives on the role of explanations in learning. Each poster presents recent empirical and/or theoretical findings that address how, when or why explaining is beneficial for learning. This session will highlight the similarities and differences among how the term explanation is used in cognitive science, psychology, and science education with the aim of moving the field towards a better understanding of how explanations can support learning. By bringing together these researchers we aim to encourage communication around what constitutes an explanation and how the researchers from different communities are addressing similar issues, such as the nature of teacher's explanations, student's explanations, expert's explanations, and self-explanations and their role in learning.
AB - This poster session brings together six perspectives on the role of explanations in learning. Each poster presents recent empirical and/or theoretical findings that address how, when or why explaining is beneficial for learning. This session will highlight the similarities and differences among how the term explanation is used in cognitive science, psychology, and science education with the aim of moving the field towards a better understanding of how explanations can support learning. By bringing together these researchers we aim to encourage communication around what constitutes an explanation and how the researchers from different communities are addressing similar issues, such as the nature of teacher's explanations, student's explanations, expert's explanations, and self-explanations and their role in learning.
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M3 - Conference contribution
VL - 2
SP - 488
EP - 495
BT - Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences
ER -