Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3548
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dc.contributor.authorOkita, Sandra
dc.contributor.authorSchwartz, Daniel
dc.date.accessioned2019-05-20T02:42:31Z
dc.date.accessioned2020-01-09T19:04:22Z-
dc.date.available2019-05-20T02:42:31Z
dc.date.available2020-01-09T19:04:22Z-
dc.date.issued2006-06
dc.identifier.citationOkita, S. & Schwartz, D. (2006). When Observation Beats Doing: Learning by Teaching. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 509-515). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.509
dc.identifier.urihttps://repository.isls.org//handle/1/3548-
dc.description.abstractForty adult participants tested the hypothesis that an important aspect of learning-by- teaching is the opportunity to watch one's student perform. Participants studied a passage on the body's mechanisms for causing fever. They then completed one of four conditions. (a) Teach and then observe their student answer questions. (b) Teach and then self-study the same questions oneself. (c) Self-study and then observe a student answer questions. (d) Self-study and then self- study again. Results indicated that teaching and observing one's student led to greatest learning gains both for the questions one's student tried to answer and new questions that had not been raised. In some cases, it is better to observe than do.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleWhen Observation Beats Doing: Learning by Teachingen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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