[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"blog-article-rozumiie-poiasnennia-ale-ne-vykonuie-zavdannia":3},{"uuid":4,"title":5,"subtitle":6,"content":7,"preview":505,"date_published":510,"date_pinned":510,"img":511,"alias":512,"is_published":513,"is_pinned":514,"type":13,"category":515,"category_name":516,"category_alias":517,"background_color":518,"preview_icon":13,"category_value":519,"external_link":13},"aff2128d-3104-4e84-838a-e9d5c77bae75","Why Students Understand Explanations but Cannot Complete Tasks Independently","Why, after an understandable lecture, a student sometimes cannot complete even a similar task: the illusion of knowledge, recall practice, skill transfer, and feedback.",{"type":8,"content":9},"doc",[10,18,23,28,36,41,46,51,57,62,67,72,78,83,88,93,99,104,109,114,120,125,130,135,141,146,151,156,162,167,172,177,183,188,193,198,204,209,214,219,225,230,235,240,246,251,256,261,267,272,277,282,287,292,298,303,308,313,318,324,329,334,339,344,350,355,360,365,370,376,381,386,391,396,402,407,412,417,422,428,433,438,443,449],{"type":11,"attrs":12,"content":14},"paragraph",{"align":13},null,[15],{"text":16,"type":17},"Everything seems simple in the lecture. The teacher consistently explains the formula, shows an example, comments on each step. The student nods, recognizes familiar terms and can even predict the next action. A day later, he opens a homework assignment where the numbers and the situation are slightly different, and he doesn't know where to start.","text",{"type":11,"attrs":19,"content":20},{"align":13},[21],{"text":22,"type":17},"This does not necessarily mean that the explanation was poor or that the student did not try. Between \"I understand when they show me\" and \"I can do it myself\" lies a whole series of learning processes: recalling the necessary principle, choosing it among others, applying it in a new context, checking the result and correcting the error.",{"type":11,"attrs":24,"content":25},{"align":13},[26],{"text":27,"type":17},"Good news for the teacher: this gap can be noticed earlier than in the final exam. For this, it is necessary to change not only the content of the explanations, but also what the student does in the first minutes after them.",{"type":29,"attrs":30,"content":33},"heading",{"align":13,"level":31,"id":32},2,"heading_2_1",[34],{"text":35,"type":17},"Familiarity with material is easily confused with knowledge",{"type":11,"attrs":37,"content":38},{"align":13},[39],{"text":40,"type":17},"When a person reads a well-written synopsis a second time, the information seems familiar. The same thing happens when watching the video again: the student remembers what will be next on the screen and perceives it as understanding. But recognition does not guarantee that he can reproduce the rule without a hint.",{"type":11,"attrs":42,"content":43},{"align":13},[44],{"text":45,"type":17},"A small experiment can be conducted in any lesson. After the explanation, ask students to close the outline and write down the three key steps of the algorithm in one minute. If a significant portion of the group cannot articulate them, reviewing the material has created a sense of clarity, but the knowledge has not yet become available from memory.",{"type":11,"attrs":47,"content":48},{"align":13},[49],{"text":50,"type":17},"This technique should be used without evaluation. The task is not to catch the student in the gap, but to show that a brief attempt to recall the material is part of learning. After it, a person better understands which fragment should be repeated, than after another passive viewing.",{"type":29,"attrs":52,"content":54},{"align":13,"level":31,"id":53},"heading_2_2",[55],{"text":56,"type":17},"Why does the pre-made example seem easier than the new problem",{"type":11,"attrs":58,"content":59},{"align":13},[60],{"text":61,"type":17},"In the demo, the teacher takes on the hardest part—recognizing the type of problem. He already knows which formula to choose, which data is redundant and where an error may occur. The student follows the correct steps, but often does not train the choice itself.",{"type":11,"attrs":63,"content":64},{"align":13},[65],{"text":66,"type":17},"Imagine a statistics lesson. The teacher shows how to calculate the median for five numbers. The student repeats the actions. The test asks the question: \"In which case does the median better describe a typical income than the average?\". This is another task: it is not necessary to recreate the algorithm, but to choose a way of describing the data and explain the reason.",{"type":11,"attrs":68,"content":69},{"align":13},[70],{"text":71,"type":17},"Therefore, after each solved example, it is useful to add a short question: \"Why did we choose this particular approach?\". If the student cannot answer, he could remember the actions without understanding the terms of their use.",{"type":29,"attrs":73,"content":75},{"align":13,"level":31,"id":74},"heading_2_3",[76],{"text":77,"type":17},"The step between exposure and independence is often missed",{"type":11,"attrs":79,"content":80},{"align":13},[81],{"text":82,"type":17},"There are two extreme scenarios. In one, the teacher demonstrates ready-made solutions for a long time. In another, after the demonstration, he immediately offers a difficult individual task. Both can work for a trained group, but beginners often need an intermediate support.",{"type":11,"attrs":84,"content":85},{"align":13},[86],{"text":87,"type":17},"Gradual withdrawal of support can look like this: the first example is solved by the teacher and comments, in the second the student performs the last two steps himself, in the third he sees only a condition and a small hint, and the fourth is solved independently. Such a sequence shows exactly where the confidence disappears.",{"type":11,"attrs":89,"content":90},{"align":13},[91],{"text":92,"type":17},"It is not the number of stages that is important, but the correspondence to the level of the group. If a person already has a good command of the algorithm, redundant hints only get in the way. If the topic is new and difficult, a sudden \"do it yourself\" can turn the exercise into random guessing.",{"type":29,"attrs":94,"content":96},{"align":13,"level":31,"id":95},"heading_2_4",[97],{"text":98,"type":17},"Recall practice: memory testing as a learning tool",{"type":11,"attrs":100,"content":101},{"align":13},[102],{"text":103,"type":17},"Brief recall without prompting is not only useful for control. It forces one to extract knowledge from memory and see what has remained unstable. This is different from reading a synopsis, where the answer is always in front of your eyes.",{"type":11,"attrs":105,"content":106},{"align":13},[107],{"text":108,"type":17},"Three quick formats are suitable for an online course: one open-ended question after an explanation, a \"re-sequence\" exercise, and a short problem with new data. It is not necessary to evaluate each attempt with points; sometimes feedback and the opportunity to repeat are more important than the grade.",{"type":11,"attrs":110,"content":111},{"align":13},[112],{"text":113,"type":17},"It is especially valuable to return to a topic after a day or a week when the feeling of familiarity has worn off. If the student can reproduce the explanation on their own after a pause, this is a better signal of understanding than a correct answer immediately after the video.",{"type":29,"attrs":115,"content":117},{"align":13,"level":31,"id":116},"heading_2_5",[118],{"text":119,"type":17},"Transferring knowledge to a new context does not happen automatically",{"type":11,"attrs":121,"content":122},{"align":13},[123],{"text":124,"type":17},"A person can learn to act in one familiar scenario and not see that the same rule is needed in another. For example, a student understands the principle of feedback on the example of a school assignment, but cannot use it during a professional conversation with a colleague.",{"type":11,"attrs":126,"content":127},{"align":13},[128],{"text":129,"type":17},"Therefore, after basic practice, it is worth changing the context. In financial literacy, it can be various life purchases. In programming, it's a different set of data. In management, there is a conflict between people with different experiences. The task should preserve the key idea and change the surface features.",{"type":11,"attrs":131,"content":132},{"align":13},[133],{"text":134,"type":17},"It is useful to say directly what the two situations have in common. If the student can name the principle and explain what has changed, he takes a step towards flexible knowledge. If only the external shape of the example is recognized, the transfer is still weak.",{"type":29,"attrs":136,"content":138},{"align":13,"level":31,"id":137},"heading_2_6",[139],{"text":140,"type":17},"Case: A student knows SQL syntax, but does not write a query",{"type":11,"attrs":142,"content":143},{"align":13},[144],{"text":145,"type":17},"Let's consider a conditional example of junior data analyst training. The video showed SELECT, WHERE, GROUP BY. The student completed ten exercises, each of which was written in the title of which operator should be used. After that, he gets a business question: \"Which product categories generated the most returns last month?\" — and freezes.",{"type":11,"attrs":147,"content":148},{"align":13},[149],{"text":150,"type":17},"The problem is not knowing the syntax. The student did not practice the translation of a business question into a data structure: determine the required tables, period, unit of calculation, grouping method. Therefore, the next lesson should not start with a new operator, but with an exercise on analyzing the problem in words without a code.",{"type":11,"attrs":152,"content":153},{"align":13},[154],{"text":155,"type":17},"Ask the participant to write: \"one line of the result represents...\", \"counting...\", \"selecting records for...\". Only after that, let him write SQL. Such a transition connects technical knowledge with real analytical action.",{"type":29,"attrs":157,"content":159},{"align":13,"level":31,"id":158},"heading_2_7",[160],{"text":161,"type":17},"A mistake in an exercise can be more useful than a correct guess",{"type":11,"attrs":163,"content":164},{"align":13},[165],{"text":166,"type":17},"When a student makes a mistake, it is important to understand not only the fact of the mistake, but the reason for it. Does he not know the rules? Knows but applies in the wrong place? Missing important terms? Confuse new material with a similar old topic?",{"type":11,"attrs":168,"content":169},{"align":13},[170],{"text":171,"type":17},"Give specific feedback instead of a short \"wrong\". For example: \"You correctly defined the indicator, but you are comparing groups with different numbers of observations.\" Then ask to correct just one step and explain why it is important.",{"type":11,"attrs":173,"content":174},{"align":13},[175],{"text":176,"type":17},"Don't intentionally make every exercise difficult. For a beginner without a basic understanding, too many mistakes will lead to confusion. A useful mistake becomes when the student receives a timely explanation and has the opportunity to try again.",{"type":29,"attrs":178,"content":180},{"align":13,"level":31,"id":179},"heading_2_8",[181],{"text":182,"type":17},"Why does a student sometimes know the material but not act on it",{"type":11,"attrs":184,"content":185},{"align":13},[186],{"text":187,"type":17},"A separate barrier is the ability to initiate. A person understands every term, but when faced with a difficult task, he does not know which first step is appropriate. It may be a lack of metacognitive strategies: how to plan, control and evaluate one's own actions.",{"type":11,"attrs":189,"content":190},{"align":13},[191],{"text":192,"type":17},"The Education Endowment Foundation, in the second edition of its guidelines on metacognition and self-regulated learning, emphasizes the explicit teaching of planning, monitoring, and evaluation strategies integrated into a specific subject. This is not an abstract \"learn to learn\" course, but work with a real problem.",{"type":11,"attrs":194,"content":195},{"align":13},[196],{"text":197,"type":17},"Try introducing three questions before the exercise: \"What is to be gained?\", \"What approach might work?\" and \"How can I check that the result is correct?\". At the beginning, the teacher shows such a train of thought himself, later he asks students to do it without a prompt.",{"type":29,"attrs":199,"content":201},{"align":13,"level":31,"id":200},"heading_2_9",[202],{"text":203,"type":17},"Diagnostics: What exactly is preventing execution",{"type":11,"attrs":205,"content":206},{"align":13},[207],{"text":208,"type":17},"If the student does not complete the task, do not immediately advise to \"watch the lecture again\". It is better to ask short diagnostic questions. Can he explain the concept in his own words? Does it recognize the type of task? Does he know the first step? Can it perform an action if given a minimal hint?",{"type":11,"attrs":210,"content":211},{"align":13},[212],{"text":213,"type":17},"Answers will help you choose support. If the concept is not formed, a new explanation is needed. If the rule is clear but not recognized in the problem, practice in classifying situations is needed. If a student gets lost in a long procedure, a checklist is useful. If the exercise is performed only with a prompt, it is necessary to gradually reduce the supports.",{"type":11,"attrs":215,"content":216},{"align":13},[217],{"text":218,"type":17},"This saves time for both the teacher and the student: instead of going through the entire course again, the person gets help exactly where there is a gap.",{"type":29,"attrs":220,"content":222},{"align":13,"level":31,"id":221},"heading_2_10",[223],{"text":224,"type":17},"How to redesign one video tutorial",{"type":11,"attrs":226,"content":227},{"align":13},[228],{"text":229,"type":17},"Imagine a 25-minute video, followed by a recognition test. It can be changed without re-recording the entire material. Divide the study work into stages: the first six minutes of explanation, one short question without a hint, the next fragment with an example, an exercise with omitted steps, a final mini-case.",{"type":11,"attrs":231,"content":232},{"align":13},[233],{"text":234,"type":17},"Tasks should require a variety of: reproduce, explain, select, and apply. If all the questions in the lesson start with \"what is the definition of...\", you are testing only part of the competency.",{"type":11,"attrs":236,"content":237},{"align":13},[238],{"text":239,"type":17},"After posting, have several students comment aloud on how they would solve the final case. You can see that they get stuck not where the authors expected. Such observations provide the basis for the next revision of the course.",{"type":29,"attrs":241,"content":243},{"align":13,"level":31,"id":242},"heading_2_11",[244],{"text":245,"type":17},"How to apply AI without replacing student work",{"type":11,"attrs":247,"content":248},{"align":13},[249],{"text":250,"type":17},"The AI assistant can quickly suggest another example, ask a question, or explain an error. But if the student clicks \"show solution\" after each difficult step, the main purpose of the practice disappears.",{"type":11,"attrs":252,"content":253},{"align":13},[254],{"text":255,"type":17},"Useful rules: first own attempt, then one hint, then another attempt. For the teacher, the AI ​​can create options for conditions, but they must be checked manually for accuracy and fit.",{"type":11,"attrs":257,"content":258},{"align":13},[259],{"text":260,"type":17},"LMS platform WeStudy can be a place for sequential passage of materials and tasks; support for specific validation mechanisms should be evaluated against the product documentation. It is important that the course gives the student a sufficient number of independent actions regardless of the technology on which he works.",{"type":29,"attrs":262,"content":264},{"align":13,"level":31,"id":263},"heading_2_12",[265],{"text":266,"type":17},"Five questions to audit any lesson",{"type":11,"attrs":268,"content":269},{"align":13},[270],{"text":271,"type":17},"First: What action is the student supposed to complete without prompting after the class? If the answer is \"know the concept\", try to make it more specific.",{"type":11,"attrs":273,"content":274},{"align":13},[275],{"text":276,"type":17},"Second: Do we allow for error before the final assessment? If not, weaknesses will first become apparent when it is too late to fix.",{"type":11,"attrs":278,"content":279},{"align":13},[280],{"text":281,"type":17},"Third: Is there at least one exercise where you need to choose an approach rather than repeat the shown algorithm? It is choice that often distinguishes understanding from imitation.",{"type":11,"attrs":283,"content":284},{"align":13},[285],{"text":286,"type":17},"Fourth: Does the topic return after a certain time? A one-time correct performance immediately after a demonstration does not show the persistence of knowledge.",{"type":11,"attrs":288,"content":289},{"align":13},[290],{"text":291,"type":17},"Fifth: Does the teacher see exactly where the students stop? If the system only shows a total score, it is worth adding a short open step or practical test that will reveal the reason.",{"type":29,"attrs":293,"content":295},{"align":13,"level":31,"id":294},"heading_2_13",[296],{"text":297,"type":17},"How to teach to recognize the type of problem",{"type":11,"attrs":299,"content":300},{"align":13},[301],{"text":302,"type":17},"For many students, the most difficult thing is not to perform the algorithm, but to understand what algorithm is needed. If in the textbook all the exercises after the Quadratic Equations section are quadratic equations, the title of the section has already given you a key clue. It doesn't happen like that in life: a person sees a problem and has to choose a tool on his own.",{"type":11,"attrs":304,"content":305},{"align":13},[306],{"text":307,"type":17},"Try to give a small mixed set of six problems, but forbid them to be solved in the first stage. The student only has to determine which approach is appropriate, why, what signs point to it, and under what conditions this approach would not work. Then allow the two selected tasks to be completed. Such an exercise trains the metalevel, which is often lost in serial examples of the same type.",{"type":11,"attrs":309,"content":310},{"align":13},[311],{"text":312,"type":17},"For management, a similar exercise could include six client situations. The student must distinguish where clarification of the need is required, where the request is transferred to another department, and where it is denied due to limitations of authority. Sometimes the most professional action is not to solve the problem yourself, but to change the route in time.",{"type":11,"attrs":314,"content":315},{"align":13},[316],{"text":317,"type":17},"After the exercise, ask participants to compare the selection criteria. This helps make thinking visible: it becomes clear which signals one student noticed and another missed.",{"type":29,"attrs":319,"content":321},{"align":13,"level":31,"id":320},"heading_2_14",[322],{"text":323,"type":17},"What to do with a student who is afraid of making mistakes",{"type":11,"attrs":325,"content":326},{"align":13},[327],{"text":328,"type":17},"Not all difficulties are due to lack of knowledge. Sometimes a student avoids an independent answer because he is afraid of a negative evaluation. He asks the teacher dozens of clarifying questions and asks for confirmation of each step. On the surface, this looks like responsibility, but it can interfere with the development of autonomy.",{"type":11,"attrs":330,"content":331},{"align":13},[332],{"text":333,"type":17},"Enter exercises with a low cost of error. For example, a short answer that does not affect the final score and can be corrected after an explanation. Or a \"draft decision\", where correctness is not evaluated, but the presence of a reasonable first step. It is important that the teacher does not punish mistakes in these exercises; otherwise the rules will look like a declaration.",{"type":11,"attrs":335,"content":336},{"align":13},[337],{"text":338,"type":17},"Separately explain that an independent attempt does not have to be perfect. Its purpose is to provide information about the current way of thinking. If the student does not know the answer, but can formulate what he does not understand, this is already a useful result for the next explanation.",{"type":11,"attrs":340,"content":341},{"align":13},[342],{"text":343,"type":17},"Gradually increase independence: first a conversation in pairs, then a short individual written response, then an independent task without a prompt. The sudden shift from support to public evaluation can only increase fear.",{"type":29,"attrs":345,"content":347},{"align":13,"level":31,"id":346},"heading_2_15",[348],{"text":349,"type":17},"Compare not only scores, but also error types",{"type":11,"attrs":351,"content":352},{"align":13},[353],{"text":354,"type":17},"The same test result can hide different problems. Two students scored six out of ten. The first confuses two basic concepts, the second understands them correctly, but rushes in calculations. To send both to rewatch the lecture is to miss the point.",{"type":11,"attrs":356,"content":357},{"align":13},[358],{"text":359,"type":17},"It is useful to create a small directory of error types for a specific module. For example: incorrect classification of the problem, sequence violation, omitted condition, inaccurate calculation, incorrect conclusion. After several tests, it will become clear which difficulties are repeated most often. This is already a reason for changing the educational material.",{"type":11,"attrs":361,"content":362},{"align":13},[363],{"text":364,"type":17},"If most students name the formula correctly but do not choose it in a new situation, add recognition exercises. If a formula is selected but unable to perform the conversion, basic technique practice is required. If everything is done correctly, but they cannot explain the result, it is worth developing the interpretation.",{"type":11,"attrs":366,"content":367},{"align":13},[368],{"text":369,"type":17},"Don't turn this diagnostic into bureaucracy. For a small course, a few marks in the table and a short discussion with the author of the materials are enough. What is important is not the accumulation of data, but the decisions that arise from it.",{"type":29,"attrs":371,"content":373},{"align":13,"level":31,"id":372},"heading_2_16",[374],{"text":375,"type":17},"Why should the prompt fade out",{"type":11,"attrs":377,"content":378},{"align":13},[379],{"text":380,"type":17},"When a student solves a problem with constant clarification from the teacher, he can demonstrate impressive speed. However, part of the management of the process is carried out by the teacher: he decides where to look, when to check himself and what step to take next. If such driving is not reduced, independence will not arise automatically.",{"type":11,"attrs":382,"content":383},{"align":13},[384],{"text":385,"type":17},"Try implementing a \"hint ladder\". First, you can remind what to pay attention to. If this is not enough, help to highlight the necessary data. A third clue may point to a relevant principle. Leave the full display of the solution as the last option. After it, be sure to give a new problem, because passive observation of the solution does not complete learning.",{"type":11,"attrs":387,"content":388},{"align":13},[389],{"text":390,"type":17},"The stairs should also move in the opposite direction: when a student successfully completes a task, the next exercise receives less support. Otherwise, support becomes a habit that a person cannot give up.",{"type":11,"attrs":392,"content":393},{"align":13},[394],{"text":395,"type":17},"It's also a way for the teacher not to answer every \"I don't know\" with a full explanation. Sometimes it's enough to ask: \"What have you already tried?\" or \"Which fact in the condition is the most important?\". Thus, the responsibility for thinking remains with the student.",{"type":29,"attrs":397,"content":399},{"align":13,"level":31,"id":398},"heading_2_17",[400],{"text":401,"type":17},"What to do if the problem remains after redesigning the lesson",{"type":11,"attrs":403,"content":404},{"align":13},[405],{"text":406,"type":17},"Sometimes the author adds recall exercises, changes the examples, but the results remain weak. This is not a reason to endlessly increase the number of tests. It is necessary to return to the prerequisites: did the students have the basic knowledge on which the new topic is based? Does the final task really test what was explained? Is there enough time for practice?",{"type":11,"attrs":408,"content":409},{"align":13},[410],{"text":411,"type":17},"Have several participants of different skill levels complete the task out loud. In one case, it turns out that they do not remember the basic term. Another reason is that they are reading the instructions incorrectly. And someone solves the problem correctly, but does not understand in what form the result should be submitted.",{"type":11,"attrs":413,"content":414},{"align":13},[415],{"text":416,"type":17},"Please resolve these issues before the next revision. An introductory module is required for missing prerequisites; for an unclear condition — reformulation; for weak transference — new practical contexts. Good educational design begins with accurate diagnosis, not automatic addition of content.",{"type":11,"attrs":418,"content":419},{"align":13},[420],{"text":421,"type":17},"Before changing the exercise, write down exactly what help the student received. Independent decision and decision after showing the desired method give different grounds for conclusion. In the next attempt, test the same principle on new data, gradually reducing the supports. So the team will see where support is still needed, and where the participant can already operate without it.",{"type":29,"attrs":423,"content":425},{"align":13,"level":31,"id":424},"heading_2_18",[426],{"text":427,"type":17},"Conclusion",{"type":11,"attrs":429,"content":430},{"align":13},[431],{"text":432,"type":17},"Understanding an explanation is an important starting point, but not the end point of learning. Independent performance requires separate practice: recall, method selection, application in a new context and verification of one's own decision.",{"type":11,"attrs":434,"content":435},{"align":13},[436],{"text":437,"type":17},"The practical summary for the course author is simple: before publishing, give the final assignment to someone who has not seen the explanation. Watch where she starts to hesitate and don't prompt immediately. It is in this pause that the gap between what the author considers obvious and what the student has not yet learned is often apparent. Then go back to the material and add the necessary support exactly at the problematic transition. If the student chooses the wrong tool, show a comparison of the two approaches. If he knows what to do but is confused about the order of the steps, create a short practice with the missing steps. If unable to explain your conclusion, add an interpretation question rather than another calculation demonstration.",{"type":11,"attrs":439,"content":440},{"align":13},[441],{"text":442,"type":17},"Therefore, a good lesson does not end with a beautiful demonstration. He leaves enough work for the student to make the idea his own instrument. LMS platform WeStudy or other educational environment can help to organize the sequence, but the quality of the training determines first of all what the person actually does after the explanation.",{"type":29,"attrs":444,"content":446},{"align":13,"level":31,"id":445},"heading_2_19",[447],{"text":448,"type":17},"Sources",{"type":450,"attrs":451,"content":453},"ordered_list",{"order":452},1,[454,469,481,493],{"type":455,"content":456},"list_item",[457],{"type":11,"attrs":458,"content":459},{"align":13},[460,467],{"text":461,"type":17,"marks":462},"Education Endowment Foundation — Metacognition and Self-Regulated Learning (2025)",[463],{"type":464,"attrs":465},"link",{"href":466,"title":13},"https:\u002F\u002Feducationendowmentfoundation.org.uk\u002Feducation-evidence\u002Fguidance-reports\u002Fmetacognition",{"text":468,"type":17},".",{"type":455,"content":470},[471],{"type":11,"attrs":472,"content":473},{"align":13},[474,480],{"text":475,"type":17,"marks":476},"Education Endowment Foundation — Metacognition Evidence Review",[477],{"type":464,"attrs":478},{"href":479,"title":13},"https:\u002F\u002Feducationendowmentfoundation.org.uk\u002Feducation-evidence\u002Fevidence-reviews\u002Fmetacognition-and-self-regulation",{"text":468,"type":17},{"type":455,"content":482},[483],{"type":11,"attrs":484,"content":485},{"align":13},[486,492],{"text":487,"type":17,"marks":488},"The Learning Scientists — Retrieval Practice",[489],{"type":464,"attrs":490},{"href":491,"title":13},"https:\u002F\u002Fwww.learningscientists.org\u002Fretrieval-practice",{"text":468,"type":17},{"type":455,"content":494},[495],{"type":11,"attrs":496,"content":497},{"align":13},[498,504],{"text":499,"type":17,"marks":500},"Dunlosky et al. — Improving Students' Learning With Effective Learning Techniques",[501],{"type":464,"attrs":502},{"href":503,"title":13},"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1529100612453266",{"text":468,"type":17},{"type":8,"content":506},[507],{"type":11,"content":508},[509],{"text":6,"type":17},1787157839,"https:\u002F\u002Fcloud.cs3.westudy.ua\u002Ffile?path=westudy_online%2Fpublic%2Fwestudy%2F8455af7a-a3bd-48da-8324-deadd6204014.webp","rozumiie-poiasnennia-ale-ne-vykonuie-zavdannia",true,false,"bc107b22-61bf-4831-a802-99f06349ed7a","Навчання","online-learning","light","news.articles"]