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AN0006957X-00000060-0113.pdf
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:Aug 11, 2010 |
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Title |
Title |
科学的説明文における学習方略の筆記効果とその影響
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Kana |
カガクテキ セツメイブン ニ オケル ガクシュウ ホウリャク ノ ヒッキ コウカ ト ソノ エイキョウ
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Kagakuteki setsumeibun ni okeru gakushu horyaku no hikki koka to sono eikyo
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Writing effects and influences of learning strategies in science expository text
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伊藤, 貴昭
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イトウ, タカアキ
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Romanization |
Ito, Takahaki
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Affiliation |
慶應義塾大学大学院社会学研究科教育学専攻博士課程
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慶應義塾大学大学院社会学研究科
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ケイオウ ギジュク ダイガク ダイガクイン シャカイガク ケンキュウカ
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Keio gijuku daigaku daigakuin shakaigaku kenkyuka
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2005
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慶応義塾大学大学院社会学研究科紀要 : 社会学心理学教育学 : 人間と社会の探究
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Studies in sociology, psychology and education : inquiries into humans and societies
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60
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2005
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113
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121
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What kinds of strategies are most effective in classroom condition? This study investigated writing effects among summary, self-generated questions, and reciprocal questioning. Seventy-two high school students divided into each strategy (summary=24, self-generatedquestions=23, and reciprocal questioning=25). They read a same science expository text and then wrote a summary or questions. Self-generated questions group answered own questions by oneself. But reciprocal questioning group answered questions generated by others. The results showed that the students who assigned summary group was greater gainth another conditionson explanatory test. The analysis of students, summaries and questions showed following results. In summary group, rearrangement order of information tends to have positive effects on explanatory test. And both question groups, generation of explanatory questions correlate with explanatory test.
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Departmental Bulletin Paper
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