How Learning Strategy Use Transfers Across Different School Subjects :

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  • UESAKA YURI
    JAPAN SOCIETY FOR PROMOTION OF SCIENCE TOKYO INSTITUTE OF TECHNOLOGY

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Other Title
  • 学習方略は教科間でいかに転移するか
  • 学習方略は教科間でいかに転移するか--「教訓帰納」の自発的な利用を促す事例研究から
  • ガクシュウ ホウリャク ワ キョウカ カン デ イカニ テンイ スル カ キョウクン キノウ ノ ジハツテキ ナ リヨウ オ ウナガス ジレイ ケンキュウ カラ
  • —「教訓帰納」の自発的な利用を促す事例研究から—
  • A Case Study on Promotion of Spontaneous Use of “Lesson Induction”

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Abstract

  Domain-general learning strategies that students develop can transfer across different units and different school subjects.  Previous research has not, however, revealed how strategy use transfers across subjects, nor the factors that promote such transfer.  The present study examined these questions through a case study of cognitive counseling, which is a form of personal tutoring based on cognitive psychology principles. An 8th-grade girl was instructed by the counselor in the use of a metacognitive learning strategy called “lesson induction” in mathematics.  The counselor also encouraged the student to become more cognizant of her own beliefs about learning.  After the student’s beliefs about learning started to improve, changing from valuing only the amount of time spent on problem solving to valuing also the quality and appropriateness of the learning method used, the student spontaneously started to use lesson induction in other units of mathematics, as well as in a different subject, science.  This finding suggests that the strategy use transfer observed may have been influenced by the student’s beliefs about learning.  In the present case study, the girl’s learning circumstances, in which peer instruction was commonly utilized, may also have helped to facilitate the observed strategy use transfer.

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