To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping
Saved in:
| 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 |
| 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 |
Be the first to leave a comment!
