“…The constructivist approach and social-interaction paradigms, which have become prominent in learning-and-teaching processes in recent years, have expanded the methods of peer-supported learning (Shunk, 2011). For example, the 5E and 7E models (Ersoy, Sarıkoç, & Berber, 2013;Kanlı & Yağbasan, 2008), jigsaw (Roland & Martin, 2015;Tarhan, Ayyıldız, Ogunc, & Sesen, 2013), peer tutoring (Crouch & Mazur, 2001;Mazur, 1997), argumentation (Aslan, 2012(Aslan, , 2014aCavagnetto, Hand, & Norton-Meier, 2010;Erduran & Jimenez-Aleixandre, 2007), six thinking hats (Bono, 1997), station technique (Alacapınar, 2009;Kılıç, 2014) and concept cartoons (Aslan, 2014b;Keogh & Naylor, 1996;Naylor & Keogh, 2013) are all styles that have developed methods and techniques based on the constructivist paradigm (Köseoğlu &Tümay, 2013). The difference with learning by teaching from other models, methods, and techniques is evident in the role of students.…”