LEARNING-BY-TEACHING ENHANCES RESEARCH QUESTION GENERATION
LIM YICK LIANG KAGEN
LIM YICK LIANG KAGEN
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Abstract
Research questions are a fundamental part of scientific research. Yet, cognitive-educational
strategies which can facilitate Research Question Generation in learners or researchers have not been studied. In the present study, the effects of Learning-by-Teaching on Research Questions Generation are compared against the effects of two flagship learning strategies, Retrieval Practice and Concept Mapping, which act as control conditions. Participants studied either a natural science or a social science passage. In Experiment 1, I found that participants who engaged in Learning-by-Teaching generated more research questions than those who engaged in Retrieval Practice or Concept Mapping, on a test conducted immediately after the study phase. In Experiment 2, I found that even on a delayed test conducted two days after the study phase, participants who engaged in Learning-by-Teaching also generated more research questions than participants who engaged in Retrieval Practice or Concept Mapping. These findings suggest that Learning-by-Teaching enhances immediate and longer-term Research Question Generation. Additionally, across both experiments, Learning-by-Teaching was shown to enhance the learning of factual knowledge over and above Concept Mapping, and to a similar level as Retrieval Practice. The significance of these findings, as well as their potential applications to educational and research settings, are discussed.
Keywords
Learning-by-Teaching, Research Question Generation, Higher-Order Educational Outcomes, Learning Strategies
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Date
2020-04-20
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