学習方略としての他者説明と自己説明が科学的説明文の読解に与える影響

抄録

Recent studies have shown that self-explanation is an effective strategy and that explaining to oneself encourages students to monitor and revise their mental models. However, some studies suggest that othersʼ existence influences learning. This study explored the influence of offering different instructions to undergraduate students while they learned an expository text on physics. All students were instructed to explain their learning outcomes to others (explain-to-others condition, 13 students) or to themselves (self-explanation condition, 14 students). The results revealed that the students who were assigned to the explain-to-others condition performed better than the students under the self-explanation condition on the comprehension test. The analysis of the studentsʼexplanations suggests that the explain-to-others condition made students focus their attention on revising their mental models, while the selfexplanation condition made students focus only on monitoring.