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Tell me how to teach, I’ll learn how to solve problems

Abstract:

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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Publisher copy:
10.1007/978-3-319-39583-8

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
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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:
0302-9743
Source identifiers:
611242
ISBN:
9783319395821
Keywords:
Pubs id:
pubs:611242
UUID:
uuid:7a3b1211-fe57-4984-a890-f577ba3582f2
Local pid:
pubs:611242
Deposit date:
2016-03-21

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