Effects of Self-Explanation Training on Learning Scientific Concepts: Intervention Based on SBT Theory

Although published research has demonstrated some effects of self-explanation training, it is still unclear as to what kind of training leads to a deep understanding of scientific concepts. The present study addresses this issue by investigating effects on the understanding of scientific concepts of training based on SBF (Structure-Behavior-Function) theory, in which complex systems were described in terms of the function and behavior of the system. Eighth-grade students were assigned either to an experimental group (n=48), in which the students practiced preparing questions and answers in relation to the function or behavior of a biological system, or a control group (n=26), in which the students practiced preparing questions and answers in general, not restricted to the function or behavior of biological systems. The results indicated that the students in the experimental group tended to do better on comprehension questions than the students in the control group. In addition, inferences about the function or behavior of the system during the learning had an impact on the students' scores on the comprehension questions.