2015 年 78 巻 p. 29-36
In this article, I discussed the cooperative and individual learning processes of conditional knowledge through analyzing the comprehension strategies instruction for junior high school students when reading expository texts. For the purpose of this study, the self-regulated learning theory was emphasized. The results showed that the cooperative learning process of conditional knowledge is a four-phase process: (a) planning and applying pre-existing comprehension strategies through task analysis, (b) becoming aware of comprehension difficulties and the causal attribution of strategies by setting an advanced goal, (c) providing instruction on declarative knowledge to resolve the difficulty, and (d) explaining conceptualized procedural knowledge to enhance understanding. In addition, two courses of individual learning processes of conditional knowledge were identified. First, significant learning occurred when declarative knowledge was used to scaffold students. Second, greater understanding was gained when students experimentally explained procedural knowledge. Under the latter circumstance, more students could learn conditional knowledge because it resulted from an interactive process among peers.