The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps.
In this study, learners studying worked/completion examples pairs were additionally engaged in self-explanation, concept map completion or model concept map study to deepen their understanding and knowledge of physiotherapy intervention and to promote meaningful learning.
Moreover, in the context of this study, it is expected that conceptual knowledge and procedural knowledge will be differently influenced by integrative activities involving self-explanation, concept mapping, or concept map study [ 83].
Future studies should compare the effects of self-explanation, concept mapping and concept map study on the ability of learners to solve problems that are more varied than those studied here and to examine the effect that self-explanation has on post-tests that are delayed over a few days or weeks.
There were no significant differences between the self-explanation, concept map completion and model concept map study conditions in age (F (2, 88) = .683; P = .508), in conceptual knowledge (F (2, 88) = .028; P = .972), or problem-solving performance (F (2, 88) = 2.481; P = .089) on the pre-test (see Table 1).> -wrap-foot> Concept.
The first objective of this study was to compare the effects of engaging in self-explanation, concept mapping or model concept map study after studying/completing case-based worked and completion examples, on novice physiotherapy students' conceptual knowledge and problem-solving performance.
However, explanation concepts for this complex constellation are different.
P a -b, P a -c, P b -c : P values for comparisons between self-explanation and concept mapping, self-explanation versus concept map study and concept-mapping versus concept map study, respectively.
Based on participants' explanations, this concept appeared to be very important in risk appraisal.
The "correct concepts" in the rubrics included not only statements of fact, but also explanations of concepts, identifications of causal mechanisms, and statements of evidence used to support a conclusion.
