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ERIC Number: EJ810389
Record Type: Journal
Publication Date: 2008-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1059-0145
Peer Tutoring, Metacognitive Processes and Multimedia Problem-Based Learning: The Effect of Mediation Training on Critical Thinking
Shamir, Adina; Zion, Michal; Spector_Levi, Ornit
Journal of Science Education and Technology, v17 n4 p384-398 Aug 2008
The main objective of the study reported was to explore the effect on young children's critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56-77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the "Peer Mediation for Young Children" mediation-training program, with its embedded metacognitive competencies, for reinforcing young children's higher-order thinking. Implications for educators are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A