The present paper analyzes in detail (talk-aloud protocols) 'Good' and 'Poor' students' initial encoding of worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that 'Good' students learn with understanding: they generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate ...
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