Learning by teaching: undergraduate engineering students improving a community's response capability to an early warning system

Suvannatsiri, Ratchasak; Santichaianant, Kitidech; Murphy, Elizabeth

doi:10.1080/03043797.2014.928671

Cited by 5 publications

(3 citation statements)

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“…In this current study, a different application has been employed, which is learning by teaching. Literature reviews include different applications of learning by teaching (Duran & Topping, 2017, p.51-71;Goto & Schneider, 2010;Norintan, 2008;Roscoe, 2014;Suvannatsiri, Santichaianant & Murphy, 2015), one of which is the method established by Jean-Pol Martin in early 1980s for foreign language teaching (LdL "Lernen durch Lehren" in German) (Duran & Topping, 2017, p.60;Grzega & Schoner, 2008;Grzega, 2005;Grzega & Klüsener, 2011;Lernen durch Lehren, 2015;Piotrowska, 2012). This particular method is considered to be a special type of peer teaching (Legenhausen, 2005) which is built upon the idea suggesting that a student instructs other students by taking the responsibility acting like a teacher (Hanbay, 2009;Serindag, 2007).…”

Section: Introductionmentioning

confidence: 99%

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

Aslan

2017

JETS

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This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is conducted upon 47 prospective science teachers who study in a public university in Turkey and take a course termed as Special Topics in Chemistry during the Fall term of 2016-2017 academic year. The quantitative data is gathered with an inquiry skills scale whereas the qualitative data is collected via a structured interview form. While the t-Test is used in the analysis of the quantitative data, the method of content analysis is applied in the analysis of the qualitative data. The quantitative data displays that learning by teaching has a positive effect on the prospective science teachers' inquiry skills. The qualitative data indicates that a great majority of the prospective science teachers are of the opinion that learning by teaching has an impact on inquiry skills. They think that this effect occurs under three thematic dimensions; information, thinking and affective. The findings of this particular research suggest that learning by teaching can also be a method to develop inquiry skills of prospective science teachers.

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Section: Introductionmentioning

confidence: 99%

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

Aslan

2017

JETS

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“…Although learning by teaching was used for specific lessons, it was suggested that it could be used in a variety of different contexts (Grzega & Schöder, 2008;Skinner, 1994). Recently, learning by teaching has been used in contexts different from Martin's implementation (Goto & Schneider, 2010;Norintan, 2008;Roscoe, 2014;Suvannatsiri, Santichaianant, & Murphy, 2015). Conversely, there have also been recent studies that take a different approach to peer tutoring not reflective of Martin's method of implementation.…”

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confidence: 99%

Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers

2015

EDUC SCI-THEOR PRACT

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Learning by teaching is an educational method developed by Jean-Pol Martin for foreign language lessons and is commonly used in Germany. This study discusses a reconstruction of learning by teaching as developed for use in a science context where in the adapted version of this method is introduced, the views of pre-service science teachers are explored, and the effectiveness of this method for gaining 21st century skills is examined. The qualitative case study was conducted with 33 pre-service science teachers. Data was gathered through focus group discussions and structured written interviews, and analyzed using content analysis. The views of preservice science teachers were examined concerning the advantages of the following 11 themes: the advantages of learning by teaching, preparing research questions and working together to find answers through research, preparing and implementing activities, the role of the teacher, a letter writing activity, the strengths of learning by teaching, the weaknesses of learning by teaching, difficulties faced during its implementation, the use of learning by teaching in teacher-training programs, other lessons appropriate for the use of learning by teaching, and how to apply the experiences gained to the future. Following a two-year pilot study and implementation of the final version, learning by teaching within the context of science was found to be an effective method for gaining 21st century skills.

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“…et al ( ), Fern andez et al (2007,Hung (2011);Fernandes et al (2013),Matukhin and Bolgova (2015),Justo and Delgado (2015) A large number of students per class, which does not allow for personalized care to meet individual needsGuti errez et al (2015),Suvannatsiri et al (2014),Shokri (2010) Inappropriate environment for promoting active learning. For example, classrooms set up for lecturesCameron and Lewin (2009),Brodie (2009), Ponta et al (2010), Yadav et al (2013), Razali and Zainal (2013), Kocha et al (2016) Lack of material resources and technology demanded by the learning practices Garc ıa et al (2007), Brodie (2009), Cameron and Lewin (2009), Ponta et al (2010), Matukhin and Zhitkova (2015), Lee et al (2018) Teaching, learning and evaluation process Difficulty in planning and executing the necessary procedures for active learning methods Hung (2011), Fern andez et al (2007), Garc ıa et al (2007), Hsieh and Knight (2008), Suvannatsiri et al (2014), Salmisto and Nokelainen (2014) Methods considered inappropriate for evaluating the development of student competencies, such as exams that require content memorization Lin and Tsai (2009), Du et al (2013), Fernandes et al (2013), Watson et al , R ıos et al (2010), Ponta et al (2010) Lack of institutional support Du et al (2013), Kocha et al (2016) Development of competencies Resistance to changes by professors and students Garc ıa et al (2007), Hsieh and Knight (2008), Khalid et al (2010), R ıos et al (2010), Hung (2011), Yadav et al (2013); Rahman et al (2012), Du et al (2013), Garc ıa et al (2014), Salmisto and Nokelainen (2014), Justo and Delgado(2015), Bolgova (2015), T€ aks et al (2015) Teachers are unprepared for using active methodologiesLappalainen (2010),Du et al (2013),Chuaa (2014) …”

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confidence: 99%

A capability maturity model for assessment of active learning in higher education

Garbin

Caten

Pacheco

2021

JARHE

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PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

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Learning by teaching: undergraduate engineering students improving a community's response capability to an early warning system

Cited by 5 publications

References 14 publications

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers

A capability maturity model for assessment of active learning in higher education

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