ABSTRACT

Background

Being able to think independently is a must for students to construct new knowledge in their minds. Self-explaining is a constructive learning strategy that encourages students to think for themselves and to make inferences that go beyond the given information. The Self-explain–Discuss–Re-explain (SDR) strategy adapted from self-explaining is expected to be able to help students learn science and foster the habit of independent thinking.

Purpose

This study employs a quasi-experimental design to investigate the effects of SDR and traditional strategies on high- and low-achieving fifth-grade students’ achievement in learning about the position and motion of the sun.

Participants

Altogether 104 students participated in this study, with the 52 receiving the SDR strategy designated as the experimental group, and the other 52 receiving the traditional strategy designated as the comparison group. Each student was classified as a high- or low-achiever based on their test scores from the final science exam the previous semester.

Design and methods

The research instrument for this study was a two-tier multiple-choice test. We used this test for both pre- and post-tests of the experimental group and the comparison group, and then performed statistical analysis on the data obtained from the pre- and post-tests.

Results

The findings show that the SDR strategy was more effective at helping high- and low-achievers learn about the sun’s position and motion and in helping close the achievement gap between them than the traditional strategy was.

Conclusions

The SDR strategy can help low-achievers catch up with their high-achieving classmates. It can be used to remedy low-achieving students’ weaknesses in a specific area of science.

中文翻译：

---

自我解释-讨论-重新解释（SDR）学习策略对五年级学生科学成绩的影响

摘要

背景

能够独立思考是学生在头脑中构建新知识的必要条件。自我解释是一种建设性的学习策略，它鼓励学生独立思考并做出超越给定信息的推理。由自我解释改编而来的自我解释-讨论-重新解释（SDR）策略有望帮助学生学习科学并培养独立思考的习惯。

目的

本研究采用准实验设计来调查 SDR 和传统策略对五年级学生学习太阳位置和运动的成就的影响。

参与者

共有 104 名学生参加了本次研究，其中 52 名接受 SDR 策略的学生被指定为实验组，另外 52 名接受传统策略的学生被指定为对照组。每个学生根据他们上学期期末科学考试的考试成绩被分为高分或低分。

设计和方法

本研究的研究工具是两层多项选择题测试。我们对实验组和对照组的前测和后测都使用了该测试，然后对前测和后测获得的数据进行了统计分析。

结果

研究结果表明，与传统策略相比，SDR 策略在帮助高成就和低成就者了解太阳的位置和运动并帮助缩小他们之间的成就差距方面更有效。

结论

SDR 策略可以帮助成绩不佳的同学赶上成绩优异的同学。它可用于弥补特定科学领域成绩不佳的学生的弱点。