循環系学習での自己説明と図示の効果(教育心理学,<特集>教育研究の現在-教育の統合的理解を目指して-)

スポンサーリンク

概要

• 論文の詳細を見る

• 特集教育研究の現在-教育の統合的理解を目指して-教育心理学投稿論文I. はじめにII. 実験方法 1. 被験者と材料 2. 手続き 3. テストIII. 結果と考察IV. 結論Recent studies have shown that self-explanation is an effective strategy and shown that generating explanations to oneself fosters students to monitor and revise their mental models. However, students cannot monitor their mental model so easily. This study investigated whether self-explanation can be useful in a classroom environment combining illustrations that makes clealy for students to monitor their mental model. Forty-two eighth-grade students divided following three conditions, (a) self-explanation and illustration (13 studens), (b) self-explanation only (16 students), and (c) a blank filling test only (13 students). All of the students received six biology lectures on human circulatory system. After receiving a lecture, students who assigned self-explanation conditions were asked to write down self-explanation on the sheet. Furthermore, self-explanation and illustration condition were also asked to draw the flow of the blood on the diagram. All of the students were tested before and after lectures. The results showed that the students who assigned self-explanation and illustration condition were greater gain than other conditions both vocabulary test and comprehension test. The analysis of student's explanations suggests that the illustration prevents students from copying lectures, and sup-ports their understanding.

• 慶應義塾大学の論文

著者

• 伊藤 貴昭

  慶應義塾大学

• 伊藤 貴昭

  慶應義塾大学大学院社会学研究科

関連論文

• PE073 授業リフレクションの共同生成過程(1)(ポスター発表E,研究発表)
• 3P1-R1 数学の授業における教師の説明の機能 : 説明モデルに基づく分析(一般研究発表(ポスターセッション),日本科学教育学会 第30回年会論文集)
• 興味が引き起こされる心理的メカニズムに関する研究--「興味引き金仮説」に基づくモデルの提案
• PB066 被説明者の違いが学習に及ぼす影響 : 自己説明と他者説明の違い
• 循環系学習での自己説明と図示の効果(教育心理学,教育研究の現在-教育の統合的理解を目指して-)
• PB103 理科学習での自己説明と図示の効果(ポスター発表B,研究発表)
• PC097 学習意欲の構造とその統合的発達(4)(ポスター発表C,研究発表)

スポンサーリンク