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To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping

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Title: To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping
Language: English
Authors: Wong, Sarah Shi Hui (ORCID 0000-0003-4243-212X), Lim, Kagen Y. L. (ORCID 0000-0003-4868-1127), Lim, Stephen Wee Hun (ORCID 0000-0003-3636-7587)
Source: Journal of Educational Psychology. Aug 2023 115(6):798-812.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Peer Teaching, Research Skills, Teaching Methods, Concept Mapping, Science Education, Instructional Effectiveness, Thinking Skills, Recall (Psychology), Retention (Psychology), Undergraduate Students, Foreign Countries, Science Process Skills
Geographic Terms: Singapore
DOI: 10.1037/edu0000802
ISSN: 0022-0663
1939-2176
Abstract: Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others--"learning-by-teaching"--enhances one's ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-recorded lectures outperformed their peers who practiced retrieval or constructed concept maps when tested on their ability to generate "create"-level research questions based on the texts (Experiment 1). This advantage held reliably even on a delayed test 48 hr later, and when all learners similarly received and responded to post-study questions on the material (Experiment 2). Moreover, across both immediate and delayed tests, learning-by-teaching produced a recall benefit that rivaled that of the potent technique of retrieval practice. In contrast, despite recalling more than twice the study content that the concept-mapping group did, learners who practiced retrieval were unable to generate more "create"-level research questions based on that content. Three supplemental experiments (N = 168) further showed that retrieval practice consistently did not improve higher-order question generation over restudying, despite yielding superior long-term retention. Altogether, these findings reveal that simply possessing a wealth of factual knowledge is insufficient for generating higher-order research questions that create new knowledge. Rather, teaching others is a powerful strategy for producing deep and durable learning that enables research question generation. To ask better questions, teach.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1386318
Database: ERIC
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  Data: To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping
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  Data: <searchLink fieldCode="AR" term="%22Wong%2C+Sarah+Shi+Hui%22">Wong, Sarah Shi Hui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4243-212X">0000-0003-4243-212X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lim%2C+Kagen+Y%2E+L%2E%22">Lim, Kagen Y. L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4868-1127">0000-0003-4868-1127</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lim%2C+Stephen+Wee+Hun%22">Lim, Stephen Wee Hun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3636-7587">0000-0003-3636-7587</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Aug 2023 115(6):798-812.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 10.1037/edu0000802
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  Data: 0022-0663<br />1939-2176
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  Data: Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others--"learning-by-teaching"--enhances one's ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-recorded lectures outperformed their peers who practiced retrieval or constructed concept maps when tested on their ability to generate "create"-level research questions based on the texts (Experiment 1). This advantage held reliably even on a delayed test 48 hr later, and when all learners similarly received and responded to post-study questions on the material (Experiment 2). Moreover, across both immediate and delayed tests, learning-by-teaching produced a recall benefit that rivaled that of the potent technique of retrieval practice. In contrast, despite recalling more than twice the study content that the concept-mapping group did, learners who practiced retrieval were unable to generate more "create"-level research questions based on that content. Three supplemental experiments (N = 168) further showed that retrieval practice consistently did not improve higher-order question generation over restudying, despite yielding superior long-term retention. Altogether, these findings reveal that simply possessing a wealth of factual knowledge is insufficient for generating higher-order research questions that create new knowledge. Rather, teaching others is a powerful strategy for producing deep and durable learning that enables research question generation. To ask better questions, teach.
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  Data: 2023
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        Value: 10.1037/edu0000802
    Languages:
      – Text: English
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Research Skills
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Retention (Psychology)
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      – SubjectFull: Singapore
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      – TitleFull: To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping
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