The paradox of self-explanation: How low subjective knowledge hinders the use of effective learning strategies

 

Self-explanation is an effective learning strategy that promotes deep understanding. The process forces learners to actively organize information, make implicit assumptions explicit, and identify gaps in knowledge. In their recent study, Atir and Risen (2024) examine how subjective knowledge—confidence in one's understanding—affects the willingness to use explanation as a strategy. This research sheds light on the barriers learners face when applying effective strategies and how to overcome them.

Why do learners avoid effective strategies?

The research focuses on what the authors call "the paradox of explaining": learners often choose shallow strategies, such as rereading or highlighting, even though deep strategies like self-explanation are proven to be more effective.

Low subjective knowledge and its consequences

People with low levels of subjective knowledge avoid explaining because it confronts them with what they do not know. Ironically, those who would benefit the most from self-explanation are the least likely to use it. This behavior leads to a vicious cycle, where suboptimal strategies result in shallow knowledge and reduced confidence, further discouraging the use of deep strategies.

Research insights

Atir and Risen (2024) conducted five studies to explore how subjective knowledge affects strategy choices, particularly self-explanation. Written reflection was employed as a research method to systematically analyze the explaining process.

• Study setup: In the initial experiments, participants were asked to explain the material to themselves (written or orally) or reread it. Later experiments manipulated subjective knowledge through simple questions or positive feedback to boost participants' confidence in their understanding.
• Classroom application: A final study replicated the research in a classroom setting, providing insights into the effectiveness of self-explanation in a realistic context and its integration into educational practices.

Key findings

1. Improved learning outcomes: Both written and oral self-explanation significantly enhanced learning outcomes compared to shallow strategies like rereading, regardless of participants' initial subjective knowledge levels.
2. Impact of subjective knowledge: Individuals with low subjective knowledge avoided explaining because it highlighted gaps in their understanding, revealing the emotional and cognitive barriers to deep strategies.
3. Interventions matter: Boosting subjective knowledge, through simple questions or positive framing, increased participants' willingness to use self-explanation. This effect was also evident in the classroom replication.
4. Reflection as a tool: Written reflection enabled researchers to systematically study the explaining process, making thinking patterns explicit and illustrating the effects of self-explanation.

Implications for education and learning

This research underscores that fostering effective learning is not just about offering strategies but also about creating conditions where learners are willing to apply them. Strengthening subjective knowledge is a key factor.

Educational interventions, such as posing simple questions or highlighting prior successes, can effectively encourage learners to use self-explanation. Additionally, the study highlights the potential of written reflection as a tool for both learning and monitoring cognitive processes.

Conclusion: Explanation as a key to effective learning

Atir and Risen (2024) demonstrate how subjective knowledge influences the use of self-explanation and how interventions can help break barriers for learners.

Key message: Subjective knowledge plays a pivotal role in the choice to use self-explanation as a learning strategy. By boosting learners' confidence through simple interventions, they can adopt more effective strategies, enhancing both their learning outcomes and self-confidence.