ABSTRACT
Deeper learning of history, such as understanding causal relationships between relevant events, was promoted in junior high school students by assigning them a task to undertake preparatory learning for the following classroom lesson. In two experimental studies, it was revealed that interventions, such as asking students to read their textbook to generate questions about the causes of historical events and to find answers to those questions during preparation, enhanced scores in a subsequent test that directly asked about the causes of each historical event. This chapter describes how effective preparation to promote deeper learning can be facilitated in school students.
