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Article de revue:
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ID no. (ISBN etc.): 0364-0213
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Clé de citation BibTeX: Chi2001
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Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science: A Multidisciplinary Journal, 25(4), pp. 471–533.
Ajoutée par: Sterenn Audo 2008-02-04 14:42:14 Dernièrement modifiée par: Sterenn Audo 2008-02-04 14:44:57
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Catégories: Full text, General
Descripteurs: 8th grade students, college students, effectiveness, Individualized Instruction, interactive hypothesis, Junior High School Students, one-to-one tutoring, School Learning, student centered hypothesis, student learning, Teacher Student Interaction, tutor centered hypothesis, Tutoring
Auteurs: Chi, Hausmann, Jeong, Siler, Yamauchi
Collection: Cognitive Science: A Multidisciplinary Journal
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Nombre de vues: 339
Popularité: 30.73%
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Résumé
Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. These hypotheses were explored in 2 studies with 11 college students and 11 8th graders. Analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis was further tested in the second study by manipulating the kind of tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Idées
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