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SELF-EXPLANATION EFFECT OF COGNITIVE LOAD THEORY IN TEACHING BASIC…
SELF-EXPLANATION EFFECT OF COGNITIVE LOAD THEORY IN TEACHING BASIC PROGRAMMING
Key insights
Worked examples plus prompts reduce overload
Short, clear examples free working memory for learning
Prompted explanation directs effort to important steps
Prior knowledge matters for success
Students need a foundation to generate useful explanations
Instructor scaffolding prevents the spread of misconceptions
Self‑explanations strengthen understanding
Builds durable schemas rather than surface fixes
Explain errors to connect new code to prior knowledge
Teaching Implications
Turn examples into “fix and explain” tasks
Give buggy code as a peer draft and ask students to tell the fix briefly
Follow with a quick model or targeted feedback
Pair short worked examples with a single prompt
how a concise solution, then ask students to explain one key step in their own words
Give immediate corrective feedback or a short example response
QOTD
How will I check students have enough prior knowledge so self‑explanations help rather than confuse