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ERIC Number: EJ1124806
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1913-9020
Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning
Seroussi, Dominique-Esther; Sharon, Rakefet
International Education Studies, v10 n1 p109-121 2017
As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students' reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, "peer lecturing," the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in "peer lecturing" in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation ("social goals"), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Junior High Schools; Secondary Education; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A