Do Erroneous Explanations Hinder Learning? Evidence From Physics

• In Event: Application of Innovative Learning Technologies Within STEM Instruction

Abstract

This study investigated the impact of erroneous explanations (both self-explanations and peer explanations) while learning about physics. Explanations were produced as novice university students studied four videos depicting hands-on demonstrations of physics principles. Quantity, depth, and accuracy of student explanations were coded and analyzed to determine if errors during explanation influenced deep understanding or application of learned physics principles. Students who generated errors were unlikely to resolve them during subsequent explanation, but persistent errors did not influence learning outcomes. Results suggest a neutral impact of erroneous self-explanations on the depth and quality of learning outcomes.

Authors

• Matthew Orr, University of Utah

• Kirsten R. Butcher, University of Utah

• Sarah Davies, University of Utah