Expecting to Teach Affects Learning during Study of Expository Texts

Autor/inn/en	Guerrero, Tricia A.; Wiley, Jennifer
Titel	Expecting to Teach Affects Learning during Study of Expository Texts
Quelle	In: Journal of Educational Psychology, 113 (2021) 7, S.1281-1303 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guerrero, Tricia A.) ORCID (Wiley, Jennifer) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000657
Schlagwörter	Teaching Methods; Science Instruction; Peer Teaching; Expectation; Reading Comprehension; Outcomes of Education; Memory; Learning Activities; Grade 7; Grade 8; Undergraduate Students; Multiple Choice Tests; Grade 10; Grade 11; Prior Learning; Instructional Materials + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Peer group teaching; Peer Group Teaching; Expectancy; Erwartung; Leseverstehen; Lernleistung; Schulerfolg; Gedächtnis; Lernaktivität; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 11; 11. Schuljahr; Schuljahr 11; Vorkenntnisse; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Past research has suggested that there may be benefits in learning from expository science text when students study with the expectation that they will need to teach another student. The present experiments were designed to extend prior work by testing whether an effect would be seen on both immediate tests (similar to those used in most prior studies) as well as delayed tests (which are important for demonstrating long-term learning of material). The experiments also tested whether an effect would be seen when learning outcomes were measured using questions testing memory for the text and questions testing comprehension from the text, and the experiments explored whether effects would be seen for a text written below grade level (Experiment 1) versus at an appropriate grade level (Experiment 2). Across both experiments, results supported that expecting to teach improved learning outcomes even at a delay and improved both memory and comprehension from expository texts. These results suggest that expecting to teach may be a useful activity for supporting durable learning from expository texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01