Fostering knowledge building in learning by teaching: A test of the drawing‐facilitates‐explaining hypothesis

Abstract

Learning by teaching can be effective, yet many students fail to engage in knowledge building, in which they actively generate inferences and connect the material to their existing knowledge. Recent research suggests creating drawings while orally explaining to others fosters knowledge building and long-term learning; however, the mechanisms underlying this effect-generation, visualization, or both-remain unclear. In the present study, college students will learn about the human respiratory system and then explain what they learned on video to a fictitious peer. Following a 2 × 2 between-subjects design, students will either generate their own words or visuals on a whiteboard while explaining aloud, or they will view instructor-provided words or visuals while explaining aloud. We expect access to visuals (generated or provided) will foster knowledge building and learning outcomes better than access to words. We will also test competing hypotheses regarding potential unique benefits of explaining instructor-provided versus learner-generated visuals.

Accounting Students in the Role of Equal-Status Team Teacher for the Purpose of Knowledge and Competency Development

“…The findings of this study reinforce these principles, indicating that accounting students collaboratively construct their understanding of accounting concepts when they engage in team teaching, thereby facilitating their knowledge development. The act of explaining to others prompts students to organize and integrate new ideas with their existing knowledge, enhancing their understanding of the learning material [63,64]. In finding knowledge development benefits for accounting students who engage in a team-teaching task, this paper can add to the current understanding of the learning benefits of team teaching as it provides evidence of such benefits outside of teacher education.…”

“…From a cognitive perspective, explaining to others promotes generative learning [63]. It encourages students to make sense of their learning material while organizing and integrating new ideas with their existing knowledge [64].…”