Previous research in cognitive science has shown that analogical comparison and self-explanation are two powerful learning activities that can improve conceptual learning in laboratory settings. The current work examines whether these results generalize to students learning physics in a classroom setting. Students were randomly assigned to one of three worked example learning conditions (reading, self-explanation, or analogical comparison) and then took a test assessing conceptual understanding and problem solving transfer. Students in the self-explanation and analogy conditions showed improved conceptual understanding compared to students in the more traditional worked example condition.