UNBOXING UNDERSTANDING: SELF-EXPLANATION PROMPTING AS A KEY TO UNLOCKING DEEP LEARNING IN CALCULUS

Аннотация

Deep learning in calculus often poses challenges for students, requiring a nuanced approach to foster comprehension. This study explores the efficacy of self-explanation prompting as a key strategy for enhancing deep learning in calculus. The research investigates the impact of guided self-explanation prompts on students' understanding and retention of calculus concepts. By employing a carefully designed intervention, we aim to uncover the mechanisms through which self-explanation facilitates meaningful learning in calculus. The results highlight the potential of self- explanation as a powerful tool in the educational toolkit, shedding light on how it can unlock a deeper understanding of calculus concepts and improve overall learning outcomes. KEYWORDS Deep learning; Calculus education; Self-explanation prompting; Meaningful learning; Conceptual understanding; Educational intervention; Learning outcomes; Cognitive processes; Pedagogical strategies; Student comprehension.