Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment-Reference-Cited by-同舟云学术

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Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment

Published:2024-07-02 Issue: Volume: Page:1-21
ISSN:0022-0973
Container-title:The Journal of Experimental Education
language:en
Short-container-title:The Journal of Experimental Education

Author:

Lim Stephen Wee Hun¹²^ORCID,Wong Sarah Shi Hui¹³^ORCID,Visessuvanapoom Piyawan²^ORCID

Affiliation:

1. Department of Psychology, National University of Singapore, Singapore

2. Department of Educational Research and Psychology, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

3. Division of Social Sciences, Yale-NUS College, Singapore

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220973.2024.2364625

Reference95 articles.

1. Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?

2. Generating Research Questions Through Problematization

3. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (abridged ed.). Addison Wesley Longman, Inc.

4. On the cognitive benefits of teaching.

5. Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.

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