When observation beats doing: learning by teaching

Authors:
Sandra Y. Okita;Daniel L. Schwartz
Affiliations:
Stanford University, Stanford, CA;Stanford University, Stanford, CA
Venue:
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Year:
2006

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Abstract

Forty adult participants tested the hypothesis that an important aspect of learning-by-teaching is the opportunity to watch one's student perform. Participants studied a passage on the body's mechanisms for causing fever. They then completed one of four conditions. (a) Teach and then observe their student answer questions. (b) Teach and then self-study the same questions oneself. (c) Self-study and then observe a student answer questions. (d) Self-study and then self-study again. Results indicated that teaching and observing one's student led to greatest learning gains both for the questions one's student tried to answer and new questions that had not been raised. In some cases, it is better to observe than do.