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(TBLearnPost); however, deep comprehension strategies (nTotElab, nElab0, nElab1) did
not correlate with the SM questions (SMLearnPost) or with global learning (LearnPost).
Significant
manifested in SE condition. This could be explained by the significant presence of more
processing errors (nElab0) in AOQ students than in SE students.
The
(LearnPost) was also not confirmed. The greater presence of deep processing strategies
(nTotElab)
(nElab0). Although the two techniques were not significantly different in learning, AOQ
students performed slightly better with less time reading the text (tRead) and responding
(tResp) in the experimental phase. This indicates that question-guided processing (AOQ)
is more efficient than the processing guided by the explanations a student makes with his
own words and for himself (SE).
Although this study demonstrated that both learning techniques (AOQ, SE) induce
different
processing of one of the techniques contributes to better learning. Another limitation is
that the results and conclusions of this study cannot be generalized because of the small
sample
obtained a low performance. Possibly this is due to the difficulty of the content of the text
or
situations (SM questions) of the learning test. Another reason for poor performance may
be
elaborations from their prior knowledge and this may present errors that are distorting the
formation of a congruent mental representation of the text; and, on the other hand, SE
students
information in their own words (Rittle-Johnson & Loehr, 2016).
For
abstraction and even feedback rules to reduce the effect of prior knowledge errors. To
eliminate
technique in learning, it would also be convenient to use some training sessions in the use
of self-explanations (SE) and answering open-ended questions (AOQ).
In
theoretical and educational implications. To teach complex declarative knowledge (e.g.,
scientific knowledge) students' understanding should be guided through questions (AOQ).
Questions
attention
common
however, it is necessary to emphasize the correction of conceptual errors and the use of