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

Autor/inn/en	Wong, Sarah Shi Hui; Lim, Kagen Y. L.; Lim, Stephen Wee Hun
Titel	To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping
Quelle	In: Journal of Educational Psychology, 115 (2023) 6, S.798-812 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Sarah Shi Hui) ORCID (Lim, Kagen Y. L.) ORCID (Lim, Stephen Wee Hun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000802
Schlagwörter	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; Singapore + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Forschungsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept Map; Naturwissenschaftliche Bildung; Unterrichtserfolg; Denkfähigkeit; Abberufung; Merkfähigkeit; Ausland; Singapur
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01