Abstract
Recent empirical data available in Science Education literature show a relationship between the capacity to generate self-explanations of phenomena and/or problematic situations, (explanations offered by subjects from themselves, without incorporating new information coming from any external source), and self-learning (learning generated by subjects from themselves, without incorporating new information coming from any external source). The empirical data are related to a number of situations and contexts, and to different age groups (children, secondary students, and university students). To generate self-learning the usual means is a conversation. This conversation can be established either within him/herself, with a person, with a written text, with a problematic situation, with a computer. In this paper we will propose a theoretical framework to interpret this issue, and we will analyse practical cases to illustrate the validity of that model.
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Gutierrez, R. (2003). Conversation Theory and Self-Learning. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_5
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DOI: https://doi.org/10.1007/978-94-017-0165-5_5
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