ERIC Number: EJ1145358
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: N/A
Immediate and Long-Term Effects of "Learning by Teaching" on Knowledge of Cognition
Gutman, Mary
Journal of Education and Learning, v6 n4 p1-11 2017
Learning By Teaching (LBT) programs for pre-service teachers in two different environments (technological and face-to-face) were compared using 100 pre-service teachers as subjects. Both programs were based on the IMPROVE instructional method which provides explicit metacognitive steps for LBT with a dual perspective (2P): that of the teacher and that of the learner. The dependent variables Knowledge of Cognition (KC) in learning and in teaching were tested for their immediate and long-term effects in a Technology-Based System group (TBS+2P), and in a Face-to-Face group (F2F+2P). Post-test results of KC have indicated that the TBS+2P group had shown a higher level of conditional and procedural knowledge of teaching. The TBS+2P group has also performed better in measures of long-term effects of declarative knowledge in teaching. Both theoretical and practical implications of this study are discussed.
Descriptors: Preservice Teachers, Experiential Learning, Comparative Analysis, Teaching Methods, Metacognition, Technology Uses in Education, Pretests Posttests, Instructional Effectiveness, Foreign Countries, Multivariate Analysis, Statistical Analysis
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A