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Although cognitive science has discovered several methods for increasing thelearning of complex skills, such as physics problem solving, detailedexamination of verbal protocols suggests there is still room for improvement.Basically, students do not always apply the meta-cognitive strategies that theinstruction invites. For instance, when prompted to self-explain, students maystill choose to not explain. We conjecture that most students know whichmeta-cognitive strategies are good and bad. When they work in pairs, they aremore likely to choose the good strategies. We hypothesize that socialaccountability improves meta-cognitive strategy choice, which thereby improveslearning. Our experiment compared individuals and pairs learning fromstate-of-the-art instruction. The results suggest that the dyads solved moreproblems and requested fewer hints during problem solving than individuals. Wealso discovered a new form of self-explanation, wherein students generateexplanations to account for the differences between their solutions and theinstructor's.

Are Self-explaining and Coached Problem Solving More Effective When Done by Pairs of Students Than Alone?