  Based on strategy-awareness (knowing which problem-solving strategy to use)
and time-awareness (knowing when to use it), students are categorized into Rote
(neither type of awareness), Dabbler (strategy-aware only) or Selective (both
types of awareness). It was shown that Selective is often significantly more
prepared for future learning than Rote and Dabbler (Abdelshiheed et al., 2020).
In this work, we explore the impact of explicit strategy instruction on Rote
and Dabbler students across two domains: logic and probability. During the
logic instruction, our logic tutor handles both Forward-Chaining (FC) and
Backward-Chaining (BC) strategies, with FC being the default; the Experimental
condition is taught how to use BC via worked examples and when to use it via
prompts. Six weeks later, all students are trained on a probability tutor that
supports BC only. Our results show that Experimental significantly outperforms
Control in both domains, and Experimental Rote catches up with Selective.
