Japanese Source

Abstract

Learning can be promoted if a learner is required to verbalize. In order to examine effects of verbalization as a learning strategy, the present article reviews 3 relevant research approaches: self-explanation, tutoring, and collaborative learning. On the basis of the results of this review, 3 issues are addressed: (a) verbalization contains a problem of diversity in methodology, because, according to the results of research on self-explanation, it has an indefinite aim; (b) research on tutoring has found that some learners remain at the stage of verbalization of knowledge-telling; and (c) research on collaborative learning has suggested that cognitive conflict may arise due to the existence of another person, rather than due to the effects of verbalization itself. In order to address these issues, the present article focuses on the verbalization of knowledge-building, as pointed out in research on tutoring, and proposes a goal-attainment model that integrates related research by including a motivational factor. This model may attain convergence in a fixed direction by taking into account the theories proposed by previous researchers. Copyright © 2005-2009 National Institute of Informatics. All Rights Reserved.