The learning benefits of teaching: A retrieval practice hypothesis

Koh, Aloysius Wei Lun; Lee, Sze Chi; Lim, Stephen Wee Hun

doi:10.1002/acp.3410

Cited by 100 publications

(97 citation statements)

References 40 publications

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“…It allows to strengthen a memory through further elaboration 104 and integration with other activated knowledge, perhaps akin to consolidation processes during sleep 5 . Retrieval practice can be applied in educational settings in many ways, through, e.g., regular quizzes 105 , teaching one another 106 , or flipping the classroom (i.e., having students study content at home and (collectively) making homework assignments in class) 107 .…”

Section: Retrievalmentioning

confidence: 99%

How to optimize knowledge construction in the brain

Kesteren

Meeter

2020

npj Sci. Learn.

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Well-structured knowledge allows us to quickly understand the world around us and make informed decisions to adequately control behavior. Knowledge structures, or schemas, are presumed to aid memory encoding and consolidation of new experiences so we cannot only remember the past, but also guide behavior in the present and predict the future. However, very strong schemas can also lead to unwanted side effects such as false memories and misconceptions. To overcome this overreliance on a schema, we should aim to create robust schemas that are on the one hand strong enough to help to remember and predict, but also malleable enough to avoid such undesirable side effects. This raises the question as to whether there are ways to deliberately influence knowledge construction processes, with the goal to reach such optimally balanced schemas. Here, we will discuss how the mnemonic processes in our brains build long-term knowledge and, more specifically, how different phases of memory formation (encoding, consolidation, retrieval, and reconsolidation) contribute to this schema build-up. We finally provide ways how to best keep a balance between generalized semantic and detailed episodic memories, which can prove very useful in, e.g., educational settings.

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Section: Retrievalmentioning

confidence: 99%

How to optimize knowledge construction in the brain

Kesteren

Meeter

2020

npj Sci. Learn.

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“…Seneca the Younger (4 BC -65 AD), said in his Letters to Lucilius, Book I, letter 7, section 8: "Homines dum docent discount", which literally means "men learn while they teach". In (Koh, Lee, & Lim, 2018) the authors supported the idea that the learning benefit of teaching is simply another manifestation of the well-known "testing effect", which means that bringing to our mind what we have already learned in previous experiences, leads to a deeper and longer lasting acquisition of that knowledge.…”

Section: Introductionmentioning

confidence: 86%

Can ICT Help Cambodian Students Become the Solution for Improving Education in the Country?

Corrado¹,

Flinn²,

Tungjan³

2019

JOMEINO

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We are entering the fourth industrial revolution and Cambodia needs to be ready. Technologies are changing not only the way we do things but our entire life. One of the spheres affected by this revolution is Education. "Education is the movement from darkness to light", said Professor Allan Bloom, and Cambodia is still in the shadow. The low percentage of its Gross Domestic Product (GDP) doesn't provide enough resources to all the schools and the young generations are affected by this. But, can Cambodia try to resolve this problem beginning from the resources it already has? Recognized theories and researches proofed the effectiveness of learning by teaching, so why Cambodia doesn't use this as a resource and an opportunity? ICT can change and it is already changing education, and with the help of students, it can make the difference in the country. In this paper, we provide an overview of the education within the country, and we analyze the possibilities and issues that Cambodia can have and would face along the way of preparing itself for the fourth industrial revolution.

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“…As pointed in Section I, one of the stages of JolasMATIKA introduces innovation in the design of pedagogical strategies to transmit knowledge about learning activities between students of different levels of education. The work presented in this article was intended to evaluate the learning-by-teaching methodology that has already been used in university settings [25]- [27]. JolasMATIKA has students transmitting informatics knowledge they have learned to students in a previous educational stage-so from university education to secondary, then from secondary to primary.…”

Section: Methodsmentioning

confidence: 99%

JolasMATIKA: An Experience for Teaching and Learning Computing Topics From University to Primary Education

et al. 2020

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A learning-by-teaching methodology through games can be used to promote informatics (computer science) in primary and secondary education. Applying the proposed activities can change students' perception of informatics from seeing it as merely using computers to seeing its relationship with mathematics. The experience can also help students acquire competences in teaching. Background: Although students, specifically in primary and secondary education, are increasingly competent in terms of technology use, it has been found that in many cases informatics, as a science, has been relegated to a secondary status; it is usually considered only as a tool or additional resource, and not as an object of study. Intended Outcomes: To refine the application of the learningto-teach-to-learn (L2T2L) methodology, a learning-by-teaching methodology that has students learn and then, in turn, teach that learning to younger students, in cascade from university to secondary to primary students. To analyze its effects on students' attitudes toward informatics. Application Design: The model incorporates a learning-byteaching approach in a multistage sequence across different kinds of learners and teachers, using fun, game-like materials. Findings: The use of the action research methodology allowed adjustment of the educational methodology, providing more reliable data and enough experience to suggest how to extend the project to a broader audience. Although the results obtained were less significant than expected, the experience did give students a more realistic view of informatics.

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The learning benefits of teaching: A retrieval practice hypothesis

Cited by 100 publications

References 40 publications

How to optimize knowledge construction in the brain

How to optimize knowledge construction in the brain

Can ICT Help Cambodian Students Become the Solution for Improving Education in the Country?

JolasMATIKA: An Experience for Teaching and Learning Computing Topics From University to Primary Education

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