Understanding how learner explanations influence conceptual change and proposing appropriate instructions

2017 Fiscal Year Final Research Report

• Project/Area Number: 26780363
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Tokyo Future University
• Principal Investigator: KOBAYASHI Hiroko 東京未来大学, モチベーション行動科学部, 講師 (40722210)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 説明活動 / 概念変化

Outline of Final Research Achievements

This study examined the types of explanation activity learners can undertake to promote conceptual change. The following cognitive processes are necessary to effect any conceptual change: 1) learners must become aware of a dissatisfaction with an existing misconception and 2) learners must accept that a new conception should be fruitful. To this end, this study proposed two instructions: the first asked learners to explain the manner in which an existing misconception was inadequate while the second required learners to explain why a new idea was satisfactory. The results of the investigation revealed that learners who described the inadequacy of a misconception did not use this understanding to deal with new notions. The findings also demonstrated that learners who elucidated a new concept after studying its definition grasped it extremely well. The current investigation further proposed an instruction that encompasses both the types of learner explanations described above.

Free Research Field

教育心理学