explicatiodefining

explicatiodefining is a term used in contemporary educational theory to describe a pedagogical technique in which a learner is prompted first to generate a clear, concise definition of a concept and subsequently to construct a thorough explanation of that concept. The process is intended to reinforce the relationship between explicit definition and elaboration, thereby enhancing conceptual understanding and recall. The technique is often applied in mathematics and science instruction, where precise terminology underpins deeper discussion. In practice, an explicatiodefining activity may begin with a teacher asking students to list the key components of a term, then to provide an everyday example that demonstrates those components. The binary structure of definition followed by exposition is believed to encourage students to think critically about the scope and application of the concept. Researchers have noted that explicatiodefining can improve performance on both immediate concept tests and on later transfer tasks. It is closely related to the “think‑hard‑before‑talk” approach promoted by constructivist educators and to the “definition‑explanation” strategy outlined in Merrill’s First Principles of Instruction framework. The term is still emerging in academic literature, and its precise definition and scope are subjects of ongoing scholarly debate, particularly concerning how best to scaffold the definition‑explanation bridge for learners of differing prior knowledge.