{"@context":{"@vocab":"https://cir.nii.ac.jp/schema/1.0/","rdfs":"http://www.w3.org/2000/01/rdf-schema#","dc":"http://purl.org/dc/elements/1.1/","dcterms":"http://purl.org/dc/terms/","foaf":"http://xmlns.com/foaf/0.1/","prism":"http://prismstandard.org/namespaces/basic/2.0/","cinii":"http://ci.nii.ac.jp/ns/1.0/","datacite":"https://schema.datacite.org/meta/kernel-4/","ndl":"http://ndl.go.jp/dcndl/terms/","jpcoar":"https://github.com/JPCOAR/schema/blob/master/2.0/"},"@id":"https://cir.nii.ac.jp/crid/1390001204482712960.json","@type":"Article","productIdentifier":[{"identifier":{"@type":"DOI","@value":"10.11225/jcss.18.190"}},{"identifier":{"@type":"NDL_BIB_ID","@value":"11030690"}},{"identifier":{"@type":"URI","@value":"http://id.ndl.go.jp/bib/11030690"}},{"identifier":{"@type":"URI","@value":"https://ndlsearch.ndl.go.jp/books/R000000004-I11030690"}},{"identifier":{"@type":"NAID","@value":"10027895245"}}],"dc:title":[{"@language":"ja","@value":"科学的概念の学習における自己説明プロンプトの効果―SBF理論に基づく介入―"},{"@language":"en","@value":"The Effects of Self-Explanation Prompts on Scientific Conceptual Learning: Intervention Based on SBF Theory"},{"@language":"ja-Kana","@value":"カガクテキ ガイネン ノ ガクシュウ ニ オケル ジコ セツメイ プロンプト ノ コウカ SBF リロン ニ モトズク カイニュウ"}],"dc:language":"ja","description":[{"type":"abstract","notation":[{"@language":"en","@value":"Self-Explanation is considered to be one of the effective ways to elicit active knowledge construction in general domain. Although the effects of promoting self-explanation have been demonstrated in a variety of domains, there is some discrepancy on the effect on scientific conceptual learning between prior researches. To address this issue, the approach taken here was to develop new prompts based on SBF theory, in which complex systems were described in terms of function and behavior of the components, and to compare the new one (SBF prompts) with the one used in prior researches (Generic prompts). 47 students participated in an experiment and were randomly assigned to SBF prompts group, Generic prompts group, and control group (think-aloud without prompts). Results showed that the performance of SBF prompts group was better than that of control group on inference questions which refered to the function or behavior of components in the text. On the other hand, Generic prompts were not so effective for eliciting self-explanation inferences and for increasing performance on post-tests. In addition, protocol analysis reveled that a learning gain by SBF prompts was mediated by SBF-based explanations during learning. These results suggest that we have to use the prompts which require inferences and monitoring based on a SBF theory to promote scientific conceptual understanding."}],"abstractLicenseFlag":"disallow"}],"creator":[{"@id":"https://cir.nii.ac.jp/crid/1420282801212044416","@type":"Researcher","personIdentifier":[{"@type":"KAKEN_RESEARCHERS","@value":"70724227"},{"@type":"NRID","@value":"1000070724227"},{"@type":"CINII_AUTHOR_ID","@value":"DA18485872"},{"@type":"URI","@value":"https://ci.nii.ac.jp/author/DA18485872#entity"},{"@type":"URI","@value":"https://viaf.org/viaf/NII%7CDA18485872"},{"@type":"NRID","@value":"9000006900008"},{"@type":"NRID","@value":"9000411494642"},{"@type":"NRID","@value":"9000414104891"},{"@type":"NRID","@value":"9000411492741"},{"@type":"NRID","@value":"9000404626589"},{"@type":"NRID","@value":"9000410733265"},{"@type":"NRID","@value":"9000399812317"},{"@type":"NRID","@value":"9000411094118"},{"@type":"NRID","@value":"9000410654366"},{"@type":"NRID","@value":"9000243879807"},{"@type":"NRID","@value":"9000413777956"},{"@type":"NRID","@value":"9000404112645"},{"@type":"RESEARCHMAP","@value":"https://researchmap.jp/fukaya"}],"foaf:name":[{"@language":"ja","@value":"深谷 達史"},{"@language":"en","@value":"Fukaya Tatsushi"}],"jpcoar:affiliationName":[{"@language":"en","@value":"The University of Tokyo"},{"@language":"ja","@value":"東京大学"}]}],"publication":{"publicationIdentifier":[{"@type":"PISSN","@value":"13417924"},{"@type":"LISSN","@value":"13417924"},{"@type":"EISSN","@value":"18815995"},{"@type":"NDL_BIB_ID","@value":"000000097451"},{"@type":"ISSN","@value":"13417924"},{"@type":"NCID","@value":"AN1047304X"}],"prism:publicationName":[{"@language":"en","@value":"Cognitive Studies: Bulletin of the Japanese Cognitive Science Society"},{"@language":"ja","@value":"認知科学"},{"@language":"en","@value":"Cognitive Studies"},{"@language":"ja","@value":"認知科学"}],"dc:publisher":[{"@language":"en","@value":"Japanese Cognitive Science Society"},{"@language":"ja","@value":"日本認知科学会"}],"prism:publicationDate":"2011","prism:volume":"18","prism:number":"1","prism:startingPage":"190","prism:endingPage":"201"},"url":[{"@id":"http://id.ndl.go.jp/bib/11030690"},{"@id":"https://ndlsearch.ndl.go.jp/books/R000000004-I11030690"}],"availableAt":"2011","foaf:topic":[{"@id":"https://cir.nii.ac.jp/all?q=%E8%87%AA%E5%B7%B1%E8%AA%AC%E6%98%8E","dc:title":"自己説明"},{"@id":"https://cir.nii.ac.jp/all?q=SBF%E7%90%86%E8%AB%96","dc:title":"SBF理論"},{"@id":"https://cir.nii.ac.jp/all?q=%E8%87%AA%E5%B7%B1%E8%AA%AC%E6%98%8E%E3%83%97%E3%83%AD%E3%83%B3%E3%83%97%E3%83%88","dc:title":"自己説明プロンプト"},{"@id":"https://cir.nii.ac.jp/all?q=%E7%A7%91%E5%AD%A6%E7%9A%84%E6%A6%82%E5%BF%B5%E3%81%AE%E5%AD%A6%E7%BF%92","dc:title":"科学的概念の学習"},{"@id":"https://cir.nii.ac.jp/all?q=self-explanation","dc:title":"self-explanation"},{"@id":"https://cir.nii.ac.jp/all?q=SBF-theory","dc:title":"SBF-theory"},{"@id":"https://cir.nii.ac.jp/all?q=self-explanation%20prompts","dc:title":"self-explanation prompts"},{"@id":"https://cir.nii.ac.jp/all?q=learning%20of%20scientific%20concepts","dc:title":"learning of scientific concepts"}],"relatedProduct":[{"@id":"https://cir.nii.ac.jp/crid/1360574094547341056","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Self-explanations: How students study and use examples in learning to solve problems"}]},{"@id":"https://cir.nii.ac.jp/crid/1361699994681381248","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Quantifying Qualitative Analyses of Verbal Data: A Practical Guide"}]},{"@id":"https://cir.nii.ac.jp/crid/1361699995585503872","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving"}]},{"@id":"https://cir.nii.ac.jp/crid/1361981469710436736","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Text comprehension, memory, and learning."}]},{"@id":"https://cir.nii.ac.jp/crid/1362825894651188736","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Designing to Learn About Complex Systems"}]},{"@id":"https://cir.nii.ac.jp/crid/1363107368719452928","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations."}]},{"@id":"https://cir.nii.ac.jp/crid/1363388843345403648","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"Eliciting Self‐Explanations Improves Understanding"}]},{"@id":"https://cir.nii.ac.jp/crid/1390001204783502720","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"ja","@value":"説明はなぜ話者自身の理解を促すか"},{"@language":"en","@value":"Why Does Explanation Improve Student Tutors’ Understanding ? Effect of Presence of a Peer"},{"@value":"説明はなぜ話者自身の理解を促すか--聞き手の有無が与える影響"},{"@language":"ja-Kana","@value":"セツメイ ワ ナゼ ワシャ ジシン ノ リカイ オ ウナガス カ キキテ ノ ウム ガ アタエル エイキョウ"}]},{"@id":"https://cir.nii.ac.jp/crid/1570009751332804608","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Learning mathematics from worked-out examples : Analyzing and fostering self-explanations"}]},{"@id":"https://cir.nii.ac.jp/crid/1570572701286225536","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Learning from worked-out examples : Instructional explanations supplement self-explanations"}]},{"@id":"https://cir.nii.ac.jp/crid/1570854176262936832","@type":"Article","relationType":["cites"]},{"@id":"https://cir.nii.ac.jp/crid/1571135651173878272","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Learning form human tutoring"}]},{"@id":"https://cir.nii.ac.jp/crid/1571135651239648768","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Self-explaining expository texts : The dual processes of generating inferences and repairing mental models"}]},{"@id":"https://cir.nii.ac.jp/crid/1571135651239651840","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Fish swim, rocks sit, and lungs breathe : Expert-novice understanding of complex systems"}]},{"@id":"https://cir.nii.ac.jp/crid/1571417126216356096","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"The self-explanation principle"}]},{"@id":"https://cir.nii.ac.jp/crid/1571417126216360576","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions"}]},{"@id":"https://cir.nii.ac.jp/crid/1571698601193067136","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"SERT : Self-explanation reading training"}]},{"@id":"https://cir.nii.ac.jp/crid/1571698601193069312","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Explanation : A mechanist alternative"}]},{"@id":"https://cir.nii.ac.jp/crid/1571698601193071872","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Towards design learning environments-I : Exploring how devices work"}]},{"@id":"https://cir.nii.ac.jp/crid/1571980076169780480","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Can a computer interface support self-explaining?"}]},{"@id":"https://cir.nii.ac.jp/crid/1571980076169782144","@type":"Article","relationType":["cites"]},{"@id":"https://cir.nii.ac.jp/crid/1573105976076622848","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Mediation analysis"}]},{"@id":"https://cir.nii.ac.jp/crid/1573105976076624000","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"A comparison of self-explanation and elaborative interrogation"}]},{"@id":"https://cir.nii.ac.jp/crid/1573387451053334272","@type":"Article","relationType":["cites"]},{"@id":"https://cir.nii.ac.jp/crid/1573668926030046720","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"The role of domainspecific knowledge in generative reasoning about complicated multileveled phenomena"}]},{"@id":"https://cir.nii.ac.jp/crid/1573950401006757632","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@value":"仕組みと機能に焦点化した自己説明プロンプトが概念的知識獲得に及ぼす影響-SBF埋論に基づく介人-"}]},{"@id":"https://cir.nii.ac.jp/crid/1574231875983467776","@type":"Article","relationType":["cites"],"jpcoar:relatedTitle":[{"@language":"en","@value":"On the cognitive benefits of teaching"}]}],"dataSourceIdentifier":[{"@type":"JALC","@value":"oai:japanlinkcenter.org:0037656683"},{"@type":"NDL_SEARCH","@value":"oai:ndlsearch.ndl.go.jp:R000000004-I11030690"},{"@type":"CIA","@value":"10027895245"}]}