<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2016000200115</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2015.11.007</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Assessment of self-explaining effect in a large enrolment General Chemistry course]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación del efecto de la auto-explicación en un curso de Química General de matrícula masiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalta-Cerdas]]></surname>
<given-names><![CDATA[Adrian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandi-Urena]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,University of South Florida Department of Chemistry ]]></institution>
<addr-line><![CDATA[Tampa FL]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>115</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2016000200115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2016000200115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2016000200115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Self-explaining refers to the generation of inferences about causal connections between objects and events for one's own consumption. Self-explaining is amongst the practices of science deemed essential for scientific competence; therefore, a valued learning outcome in itself. Nonetheless, generation of authentic explanations is seldom promoted in college science instruction. This work examined the effect of engagement in self-explaining on conceptual understanding of chemistry. Learning and performance tasks were completed individually in the classroom ecology of a large-enrolment General Chemistry course in the US. The study spanned a period of five semesters including pilot-tests and replications. The self-explaining intervention followed a multi-condition comparison design that used performance on a post-test to assess learning. Students were randomly assigned to the following conditions: reviewing a correct explanation, explaining correct or incorrect answers, explaining agreement with answers produced by others, and explaining their own answers. A cohort of students who underwent standard instruction with no intervention and had prepared for formal examination served as reference. The self-explaining cohorts performed better than the reference group, and in one case was the difference statistically significant. Findings suggest that self-explaining activities support students' conceptual understanding at least as much as instruction. This study contributes evidence for the self-explaining effect and the ICAP hypothesis in a discipline where no evidence is available. Furthermore, it adds to the relatively little work in self-explaining that has explored naturalistic learning environments. This work supports the incorporation of self-explaining activities in the repertoire of instructional practices for General Chemistry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La auto-explicación se refiere a la generación de inferencias para el consumo propio sobre conexiones causales entre objetos y eventos. La auto-explicación es una de las prácticas de la ciencia que se consideran esenciales para la competencia científica; por tanto, en sí misma es un valioso producto de aprendizaje. Sin embargo, la generación de explicaciones auténticas en la instrucción universitaria de ciencias se promueve muy poco. Este trabajo examinó el efecto que generar auto-explicaciones tiene sobre la comprensión conceptual de la química. El aprendizaje y la ejecución de las tareas fueron completados individualmente en la ecología natural de un salón de clases en un curso masivo de Química General en los EEUU. El estudio se prolongó por cinco semestres incluyendo las pruebas piloto y las réplicas. La intervención de auto-explicación siguió un diseño comparativo de condiciones múltiples que usó un post-test para evaluar el aprendizaje. Los estudiantes fueron asignados aleatoriamente a las siguientes condiciones: revisión de una explicación correcta, explicación de respuestas correctas o incorrectas, explicación de la opinión sobre preguntas producidas por otros, explicación de las respuestas propias. Se usó de referencia un cohorte que recibió instrucción estándar sin intervención y que se había preparado para la examinación formal. Los cohortes de auto-explicación ejecutaron el post-test mejor que el grupo de referencia; en un caso la diferencia fue estadísticamente significativa. Los resultados sugieren que las actividades de auto-explicación apoyan la comprensión conceptual al menos tanto como la instrucción dirigida. Este estudio aporta evidencia para el efecto de auto-explicación y la hipótesis ICAP en una disciplina en que tal evidencia no estaba disponible. Más aún, suma al relativamente poco trabajo en auto-explicación que ha explorado ambientes de aprendizaje en la ecología natural del salón de clases. Este trabajo apoya la incorporación de auto-explicaciones en el repertorio de prácticas de aprendizaje en la enseñanza de Química General.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Self-explaining]]></kwd>
<kwd lng="en"><![CDATA[Classroom study]]></kwd>
<kwd lng="en"><![CDATA[Chemistry education]]></kwd>
<kwd lng="en"><![CDATA[Scientific explanation]]></kwd>
<kwd lng="en"><![CDATA[General Chemistry]]></kwd>
<kwd lng="es"><![CDATA[Auto-explicación]]></kwd>
<kwd lng="es"><![CDATA[Estudio en salón de clase]]></kwd>
<kwd lng="es"><![CDATA[Educación química]]></kwd>
<kwd lng="es"><![CDATA[Explicaciones científicas]]></kwd>
<kwd lng="es"><![CDATA[Química General]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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