To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping.

Abstract

Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others-learningby-teaching-enhances one's ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-recorded lectures outperformed their peers who practiced retrieval or constructed concept maps when tested on their ability to generate create-level research questions based on the texts (Experiment 1). This advantage held reliably even on a delayed test 48 hr later, and when all learners similarly received and responded to poststudy questions on the material (Experiment 2). Moreover, across both immediate and delayed tests, learning-by-teaching produced a recall benefit that rivaled that of the potent technique of retrieval practice. In contrast, despite recalling more than twice the study content that the concept-mapping group did, learners who practiced retrieval were unable to generate more create-level research questions based on that content. Three supplemental experiments (N = 168) further showed that retrieval practice consistently did not improve higher-order question generation over restudying, despite yielding superior long-term retention. Altogether, these findings reveal that simply possessing a wealth of factual knowledge is insufficient for generating higher-order research questions that create new knowledge. Rather, teaching others is a powerful strategy for producing deep and durable learning that enables research question generation. To ask better questions, teach. Educational Impact and Implications StatementScientific discovery often begins with the art of asking good questions. Here, we show that teaching others enhances students' ability to generate higher-order research questions that create new knowledge. Across immediate and delayed tests, students who taught scientific material by delivering a videorecorded lecture successfully generated more create-level research questions based on the material, as compared to their peers who used well-established learning methods such as retrieval practice and concept-mapping. While we teach, we learn to ask better research questions.

Deliberately making and correcting errors in mathematical problem-solving practice improves procedural transfer to more complex problems.

“…If students do not recognize or believe that deliberate erring is beneficial and thus choose not to use this learning strategy, then they cannot profit from it. Indeed, this perplexing problem also plagues several other effective but underutilized learning techniques such as retrieval practice (e.g., Karpicke et al, 2009;Rivers, 2021), interleaving (e.g., Wong et al, 2020Wong et al, , 2021Yan et al, 2016Yan et al, , 2017, and learning-by-teaching (e.g., Fiorella & Mayer, 2013;Lim et al, 2021;Wong et al, 2023). To support learners' self-regulated use of deliberate erring, it is worth investigating why they perceive this learning strategy as less effective.…”

Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments

“…However, the extant research also shows that the development of SRL can-and should-be thought of as part of a more complex system. SRL is impacted, for example, by such things as teacher questioning technique (Wong et al, 2023), by school climate (De Smul et al, 2019a, 2019b and teacher beliefs (Steinbach and Stoeger, 2016;Barr and Askell-Williams, 2019;Vosniadou et al, 2021). This body of research points to an opportunity and, indeed, a need for LA to expand its scope and to pay greater attention to learning systems as opposed to learning actions.…”