Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20471
Title: 
Authors: 
Subjects: 
Informal pedagogy
Pedagogical question
Knowledge transmission
Discovery learning
Social cognition
Issue Date: 
2018
Citation: 
Yu, Y., Landrum, A. R., Bonawitz, E., & Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science, 21(6). https://doi.org/10.1111/desc.12696
Abstract: 
How can education optimize transmission of knowledge while also fostering further learning? Focusing on children at the cusp of formal schooling (N = 180, age = 4.0 - 6.0 y), we investigate learning after direct instruction by a knowledgeable teacher, after questioning by a knowledgeable teacher, and after questioning by a naïve informant. Consistent with previous findings, instruction by a knowledgeable teacher allows effective information transmission but at the cost of exploration and further learning. Critically, we find a duel benefit for questioning by a knowledgeable teacher: Such pedagogical questioning both effectively transmits knowledge and fosters exploration and further learning, regardless of whether the question was directed to the child or directed to a third party and overheard by the child. These effects are not observed when the same question is asked by a naïve informant. We conclude that a teacher’s choice of pedagogical method may differentially influence learning through their choices of how, and how not, to present evidence, with implications for transmission of knowledge and self-directed discovery.
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