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Title: Enhancing learning-by-teaching with diagrammatic representations and reflection prompts
Authors: Looi, Chee-Kit
Wu, Longkai
Tong, Wenli
Issue Date: 2007
Citation: Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
Abstract: Learning-by-teaching is an open-ended and self-directed activity, which shares a number of characteristics with exploratory and constructivist learning. A natural goal for effective teaching is to gain a good understanding of domain knowledge before teaching it to others. Teaching also includes a process for structuring knowledge in a communicable form, and reflecting on interactions with students during and after the teaching task. Current computerbased
learning-by-teaching environment (LTE) can provide middle school students with opportunities of assuming the role of teacher in an interactive environment that fosters active learning. However, they are not directly supported to reflect on their goals, content knowledge, and thoughts as they teach the agent in the LTE. They need further support to guide their reflective teaching practice for better learning. This paper proposes the incorporation of diagrammatic representations and reflection prompts into the LTE to encourage students to pursue their teaching activities with the opportunity to reflect and selfexplain their experiences. A pilot study on the benefits of introducing diagrammatic representation and reflection prompts and the further development of the LTE with reflection support is described.
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