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Published in:
Understanding Procedural Knowledge for Solving Arithmetic Task by Externalization Read chapter Read first chapter

2016 | OriginalPaper | Chapter

Tell Me How to Teach, I’ll Learn How to Solve Problems

Authors : Noboru Matsuda, Nikolaos Barbalios, Zhengzheng Zhao, Anya Ramamurthy, Gabriel J. Stylianides, Kenneth R. Koedinger

Published in: Intelligent Tutoring Systems

Publisher: Springer International Publishing

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Abstract

In this paper we study the effect of adaptive scaffolding to learning by teaching. We hypothesize that learning by teaching is facilitated if (1) students receive adaptive scaffolding on how to teach and how to prepare for teaching (the metacognitive hypothesis), (2) students receive adaptive scaffolding on how to solve problems (the cognitive hypothesis), or (3) both (the hybrid hypothesis). We conducted a classroom study to test these hypotheses in the context of learning to solve equations by teaching a synthetic peer, SimStudent. The results show that the metacognitive scaffolding facilitated tutor learning (regardless of the presence of the cognitive scaffolding), whereas cognitive scaffolding had virtually no effect. The same pattern was confirmed by two additional datasets collected from two previous school studies we conducted.

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previous chapter Providing the Option to Skip Feedback in a Worked Example Tutor
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Metadata
Title
Tell Me How to Teach, I’ll Learn How to Solve Problems
Authors
Noboru Matsuda
Nikolaos Barbalios
Zhengzheng Zhao
Anya Ramamurthy
Gabriel J. Stylianides
Kenneth R. Koedinger
Copyright Year
2016
Book
Intelligent Tutoring Systems

Print ISBN: 978-3-319-39582-1

Electronic ISBN: 978-3-319-39583-8

Copyright Year: 2016

DOI
https://doi.org/10.1007/978-3-319-39583-8_11

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