Tutor learning: the role of explaining and responding to questions

By Rod D. Roscoe, Michelene T. H. Chi. 2008

351 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/97803a069d32b8c64b740cbbaf52989517155191

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Effects of Small-Group Learning on Transfer: a Meta-Analysis (2015, background): “It also promotes giving and receiving explanations—processes known to promote deeper understanding of materials (Chi et al. 1994; Roscoe and Chi 2008; Webb 1982).”
The learning benefits of teaching: A retrieval practice hypothesis (2018, background): “The view is that peer tutors could learn from their teaching experiences as a result of reflective knowledge building via interactive processes of knowledge construction while teaching someone else (Roscoe & Chi, 2007, 2008).”
Peer reviewers learn from giving comments (2011, background): “This result is consistent with previous studies showing the effects of explanations that promote knowledge building in peer interactions (Li et al. 2010; Palinscar and Brown 1984; Roscoe and Chi 2008; Webb 1991).”
Rethinking feedback practices in higher education: a peer review perspective (2014, neutral): “Roscoe and Chi (2008) use the term re ﬂ ective knowledge building to refer to this ‘ explanation ’ effect.”
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “For instance, engaging in teaching on video could entice learners to focus on monitoring whether the recipients would be able to understand their explanations (Ploetzner, Dillenbourg, Preier, & Traum, 1999) and on providing complete and accurate explanations (Roscoe & Chi, 2007, 2008).”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, background): “…(Doymus, 2008) Constructive Summarizing in own words = Generating questions (King, 1992) Explaining to a partner > Explaining to no partner (Roscoe & Chi, 2007a) Learning to solve problems collaboratively with a text > Learning to solve alone with a text (Chi et al., 2008) Interactive…”
Finding new facts; thinking new thoughts. (2012, background): “…fact that explaining something to oneself can affect learning and discovery, even in the absence of new data (Amsterlaw & Wellman, 2006; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, de Leeuw, Chiu, & LaVancher, 1994; Roscoe & Chi, 2007, 2008; Siegler, 2002; Williams & Lombrozo, 2009).”
Students’ perceptions about peer assessment for writing: their origin and impact on revision work (2011, background): “Falchikov (1986) and Roscoe and Chi (2007) note that students who assess the work of their peers are engaging in a cognitively-demanding activity that extends their understanding of subject matter and writing.”
The role of explanation in discovery and generalization: evidence from category learning (2010, background): “Consistent with this possibility, Wisniewski and Medin (1994) reported that people’s prior knowledge guided the construction of abstract features and hypotheses about category items.”
Explanation and Abductive Inference (2012, background): “This phenomenon has been demonstrated in the context of peer tutoring, where tutors often profit more than tutees (e.g., Hooper, 1992; Roscoe & Chi, 2008; 1995Ross & Cousins, 1995;).”
Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer. (2015, background): “…nature, should generalize and improve transfer to novel problems, as shown in the literature on analogical learning (Brown & Kane, 1988; Gick & Holyoak, 1983), physics problem solving (Bassok & Holyoak, 1989; Chi et al., 1989), and explanation (Roscoe & Chi, 2007, 2008; Williams & Lombrozo, 2010).”