Immediate and Long-Term Effects of "Learning by Teaching" on Knowledge of Cognition

Autor/in	Gutman, Mary
Titel	Immediate and Long-Term Effects of "Learning by Teaching" on Knowledge of Cognition
Quelle	In: Journal of Education and Learning, 6 (2017) 4, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Preservice Teachers; Experiential Learning; Comparative Analysis; Teaching Methods; Metacognition; Technology Uses in Education; Pretests Posttests; Instructional Effectiveness; Foreign Countries; Multivariate Analysis; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Ausland; Multivariate Analyse; Statistische Analyse
Abstract	Learning By Teaching (LBT) programs for pre-service teachers in two different environments (technological and face-to-face) were compared using 100 pre-service teachers as subjects. Both programs were based on the IMPROVE instructional method which provides explicit metacognitive steps for LBT with a dual perspective (2P): that of the teacher and that of the learner. The dependent variables Knowledge of Cognition (KC) in learning and in teaching were tested for their immediate and long-term effects in a Technology-Based System group (TBS+2P), and in a Face-to-Face group (F2F+2P). Post-test results of KC have indicated that the TBS+2P group had shown a higher level of conditional and procedural knowledge of teaching. The TBS+2P group has also performed better in measures of long-term effects of declarative knowledge in teaching. Both theoretical and practical implications of this study are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01