Details

Autor(en) / Beteiligte

• Fiorella, Logan
• Mayer, Richard E.

Titel

The relative benefits of learning by teaching and teaching expectancy

Ist Teil von

• Contemporary educational psychology, 2013-10, Vol.38 (4), p.281-288

Ort / Verlag

Amsterdam: Elsevier Inc

Erscheinungsjahr

2013

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• •We tested the effects of preparing to teach and actually teaching on learning.•Participants were tested either immediately or following a one-week delay.•Students who actually taught experienced more persistent learning gains. The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d=0.82; Preparation vs. Control: d=0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d=0.79; Preparation vs. Control: d=0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach.