Conference item
Tell me how to teach, I’ll learn how to solve problems
- Abstract:
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In this paper we study the effect of adaptive scaffolding to learning by teaching. We hypothesize that learning by teaching is facilitated if (1) students receive adaptive scaffolding on how to teach and how to prepare for teaching (the metacognitive hypothesis), (2) students receive adaptive scaffolding on how to solve problems (the cognitive hypothesis), or (3) both (the hybrid hypothesis). We conducted a classroom study to test these hypotheses in the context of learning to solve equations...
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- Publication status:
- Published
- Peer review status:
- Reviewed (other)
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- Files:
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(Accepted manuscript, pdf, 799.7KB)
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- Publisher copy:
- 10.1007/978-3-319-39583-8
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Authors
Funding
Bibliographic Details
- Publisher:
- Springer Verlag Publisher's website
- Journal:
- Proceedings of the ,3th International Conference on Intelligent Tutoring Systems Journal website
- Host title:
- ITS 2016: 13th International Conference on Intelligent Tutoring Systems
- Publication date:
- 2016-01-01
- Acceptance date:
- 2016-03-21
- Event location:
- http://its2016.its-conferences.com
- DOI:
- ISSN:
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0302-9743
- Source identifiers:
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611242
- ISBN:
- 9783319395821
Item Description
- Keywords:
- Pubs id:
-
pubs:611242
- UUID:
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uuid:7a3b1211-fe57-4984-a890-f577ba3582f2
- Local pid:
- pubs:611242
- Deposit date:
- 2016-03-21
Terms of use
- Copyright holder:
- Springer International Publishing Switzerland
- Copyright date:
- 2016
- Notes:
- © 2016. This article has been accepted for ITS 2016: 13th International Conference on Intelligent Tutoring Systems, to be published in Lecture Notes in Computer Science by Springer Verlag.
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