Pedagogical experts tutoring in biology generated less deep learning than less pedagogically expert, more interactive tutors¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Pedagogical experts reverted to explanations when tutoring in a biological domain and generated less deep learning than tutors with less pedagogical expertise, who were more interactive and scaffolded their tutee's learning. → H. P. A. Boshuizen 2016

Evidence¶

H. P. A. Boshuizen 2016¶

H. P. A. Boshuizen. (2016). Teaching as regulation and dealing with complexity. Instructional Science, 44, 311–314. https://doi.org/10.1007/s11251-016-9377-x

q1 · i? · theoretical · r2

The editorial reports, citing Herppich et al. (this issue), that pedagogical experts generated less deep learning than less pedagogically expert tutors in a biological domain. Reported second-hand; design not described here.

"Herppich et al. found that pedagogical experts revert to explanations when tutoring in a biological domain and generate less deep learning than tutors with less pedagogical expertise, who happened to be more interactive and rather scaffold their tutee’s learning."

Discussion¶

Related Claims¶

• Learning By Teaching Improves Tutor Learning — related
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related