Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

Abstract

Students enter biology coursework with various misconceptions needing revision. However, achieving conceptual change of these misconceptions in the classroom is notoriously difficult and requires specific instruction. Self-explanations can promote conceptual change, but their effects can depend on the content produced. This study investigates how the content of learners’ explanations of photosynthesis processes affects learning. We examined data from an online assignment in introductory biology where 118 college undergraduates answered multiple-choice questions related to commonly misconceived processes in photosynthesis and respiration and were then prompted to self-explain the correct answer. One week later, students took a test that measured learning in the activity. Using mixed methods analyses, we qualitatively explored the types of explanations learners made, categorized the different types of explanations, and performed quantitative analyses to examine relations between explanation content and test scores. We identified five categories of self-explanations that varied in engagement, accuracy, and focus. Accuracy of the explanation mattered; accurate explanations predicted higher test scores, and inaccurate explanations predicted lower test scores. We also identified three different groups of learners: highly performing learners who were actively engaged and accurate; moderately performing learners who were engaged but often paraphrased or explained inaccurately; and low performing learners who were disengaged and avoided explaining. We provide implications for use of self-explaining misconceived material.