確率の学習における筆記課題の効果 - 説明に基づく学習の観点から -
伊東昌子(Masako Itoh)
アブストラクト:
This study experimentally examined whether writing explanations about the relation between principles of probability and their single examples had any effect on knowledge acquisition and problem solving. In the first experiment, undergraduates were assigned to one of three groups with the following conditions. While reading the same text, in group Writing1 subjects wrote explanations to younger students, in group Writing2 subjects wrote explanations to themselves, and in group Reading subjects were required to internally generate explanations. After studying the text, knowledge acquisition and problem solving tests were executed. The Writing1 and Writing2 groups were reliably better than the Readng group in the problem solving test. The degree of knowldege acquisition was also a little higher for the two writing groups. In the second experiment, new undergraduates were assigned to Self-wriiten or Pre-written groups. A problem solving test showed the significant effect of self-generating explanation, whereas the knowledge acquisition test did not. The results support EBL theory. But they also show that explanation generation enhances understanding for humen learning, as well. The results also provide emperical evidence for 'writing to learn' in mathematics education.
キーワード:
◇説明に基づく学習 explanation-based learning
◇学習のためのライティング writing to learn
◇推論ルール in ference rules
◇理解のモニター monitoring of understanding
◇自己への説明 self-explanation
請求先:
〒244 神奈川県横浜市戸塚区川上町90-6 東戸塚ウエストビル8F
NTTアドバンステクノロジ株式会社 HITセンタ
伊東昌子
TEL:045-826-6032
FAX:045-826-6035
電子メール:masakoi@hit.ntt-at.co.jp
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