Effects of explanation to self and others with mental model diagrams during science learning

This study examined the use of diagram representations (correct or correct and incorrect models) when combined with self-explanation or explaining to another in a learning environment. Thirty-five learners with low prior knowledge were assigned to one of four conditions: self-explain with a correct model, self-explain with both correct and incorrect models, explain to another with a correct model, or explain to another with both correct and incorrect models. Results at post-test showed that explaining to another increased declarative knowledge development. Scores on inferential knowledge suggest an interaction, such that learners may learn more with comparison models when self-explaining to themselves, but learn more from correct models when explaining to another. These finding suggest that learners may benefit from different materials when learning activities include content production for others as compared to study by oneself.