Role of expectations and explanations in learning by teaching
Role of expectations and explanations in learning by teaching
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DOI：
10.1016/j.cedpsych.2014.01.001
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发表时间：
2014-04-01
影响因子：
10.3
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
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作者：
Fiorella, Logan;Mayer, Richard E.
本研究考察了准备教学（即教学期望）和实际教学（即向他人解释）在即时和长期学习中的作用。在实验1中，参与者学习了一个基本版本或增强版本的纸本课程，内容是关于多普勒效应是如何起作用的，期望对材料进行测试，或者期望通过提供视频录制的讲座来教授材料。结果表明，无论课程的形式如何，那些准备教学（不实际教学）的人在即时理解测试（即教学预期效应；d = 0.55）中表现优于那些准备测试的人。在实验2中，参与者学习。在期待被测试或期待教授材料时；然后，一些人确实通过提供视频讲座来教授这些材料，而另一些人则获得了额外的学习时间。结果表明，在延迟理解测试中，那些真正教授这些材料的人比那些没有教授的人表现得更好（即，教学效果；d = .56），尽管这种效果对那些也准备教授的人来说是最强的。总的来说，这些发现与这样一种观点是一致的，即准备教学能带来短期学习收益，而教学行为（即向他人解释材料）与准备教学相结合，对长期学习很重要。(C) 2014爱思唯尔公司版权所有。
The present study examined the role of preparing to teach (i.e., teaching expectancy) and actually teaching (i.e., explaining to others) on immediate and long-term learning. In Experiment 1, participants studied a base version or an enhanced version of a paper-based lesson on how the Doppler Effect works with the expectation of taking a test on the material or with the expectation of teaching the material by providing a video-recorded lecture. Results indicated that those who prepared to teach (without actually teaching) outperformed those who prepared for a test on an immediate comprehension test (i.e., a teaching expectancy effect; d = .55), regardless of the format of the lesson. In Experiment 2, participants studied. while expecting to be tested or expecting to teach the material; some then actually did teach the material by providing a video-recorded lecture, whereas others received additional study time. Results indicated that those who actually taught the material outperformed those who did not teach on a delayed comprehension test (i.e., a teaching effect; d = .56), though this effect was strongest for those who also prepared to teach. Overall, these findings are consistent with the idea that preparing to teach results in short-term learning gains, whereas the act of teaching (i.e., by explaining the material to others) coupled with preparing to teach is important for long-term learning. (C) 2014 Elsevier Inc. All rights reserved.