@article{oai:nagoya.repo.nii.ac.jp:00014242,
 author = {橘, 春菜 and TACHIBANA, Haruna},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学},
 month = {Dec},
 note = {The present study examined high-school students' causal explanations in a lesson focused on reading comprehension and discussion. The lesson was videotaped during a semester, in which ten tenth graders participated. The analysis of the students' causal explanations (speech or description on worksheet) showed the following. The students were divided into three patterns depending on the quantitative changes of causal explanations through the semester: (a) the students who made more causal explanations than the average each lesson, (b) the students who made more causal explanations than the average in the medium semester, and (c) the students who made less causal explanations than the average each lesson. In addition, it was suggested that the process of increasing causal explanations involved following three phases: phase of explanation mainly based on textual quotation, phase of explanation using utilizing existing knowledge, and phase of using both explanations adaptively. Moreover, the case analysis suggested that causal explanations played the role of making clear the base of discussion to examine different views.},
 pages = {11--20},
 title = {読解と討論の授業における高校生の因果的説明の変化},
 volume = {57},
 year = {2010}
}