The Teaching Instinct

Calero, Cecilia I.; Goldin, Andrea Paula; Sigman, Mariano

doi:10.1007/s13164-018-0383-6

Cited by 9 publications

(10 citation statements)

References 60 publications

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“…Finally, two aspects of our study may have biased tutors to unproductive knowledge-telling (52). On the one hand, although there is evidence that tutor training is not necessary (28,34), with some authors even proposing that teaching is a natural cognitive skill (55)(56)(57), previous studies have shown that peer tutoring works best if tutor training is provided (32). The fact that our study implied no tutor training on teaching, may have led to unproductive knowledge-telling bias (52).…”

Section: The Effect Of Teaching a Peermentioning

confidence: 91%

Peer tutoring of computer programming increases exploratory behavior in children

Hera¹,

Zanoni²,

Sigman³

et al. 2020

Preprint

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There is growing interest to teach computer science and programming skills at schools. Here we investigate the efficacy of peer-tutoring which is known to be a useful educational resource in other domains, but never before examined in such a core aspect of applied logical thinking in children. We compared (1) how children learn computer programming from an adult vs learning from a peer, and (2) the effect of teaching a peer vs simply revising what has been learned. Our results indicate that children taught by a peer showed comparable performance to their classmates taught by an adult. However, learning from a peer promoted a more exploratory behavior, resulting in a less conservative speed-accuracy trade-off, with shorter response times, at the expense of lower accuracy. By contrast, no effects of teaching were found. Our results thus provide empirical evidence in support of peer tutoring as a way to help teaching computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, essential to our values of democracy, plurality and freedom.

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Section: The Effect Of Teaching a Peermentioning

confidence: 91%

Peer tutoring of computer programming increases exploratory behavior in children

Hera¹,

Zanoni²,

Sigman³

et al. 2020

Preprint

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show abstract

“…La memoria de trabajo se asocia a la capacidad de retener información durante un período acotado de tiempo, el suficiente para poder operar con ella. Es una habilidad esencial para razonar y comprender conceptos, organizar la información, tomar decisiones, resolver problemas y realizar planes a futuro 82, 83 .…”

Section: Box 2 Funciones Ejecutivas Teoría De La Mente Y Metacogniciónunclassified

“…A su vez, la tutoría entre pares tendría un efecto positivo sobre la metacognición, tanto del tutor/a como del que aprende 83,117,118 . Por un lado, esta configuración de trasmisión de conocimiento fomentaría la generación de preguntas 119 , que, a su vez, promoverían una conciencia metacognitiva en el tutelado/a.…”

Section: Box 3 Autorregulación Del Aprendizaje Y Metacogniciónunclassified

¿De qué hablamos cuando hablamos de metacognición en el aula?

Goldstein

Calero

2022

JNeuroedu

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El propósito de este artículo de revisión es profundizar, a partir del relevamiento de la evidencia empírica existente, el estado del arte de la habilidad metacognitiva en el contexto de la educación. La habilidad metacognitiva ha sido postulada como un aspecto central de la cognición humana dentro del ámbito académico dado que su desarrollo permite reconocer eficientemente qué es lo que uno sabe, lo que uno no sabe y qué estrategias debería evaluar para acceder a aquello que busca aprender. De este modo, una metacognición desarrollada prepararía a los y las estudiantes para acceder de forma más explícita a su propio proceso de aprendizaje, siendo ésta, por ejemplo, una clave para procesos como ‘aprender a aprender’. Es entonces que entender el rol de los procesos metacognitivos y su relación con la escuela se vuelve crucial. En consecuencia, el presente artículo plantea un recorrido en tres pasos: Primero, se presenta la definición marco de metacognición que se utilizará en la revisión y cómo ocurre su desarrollo desde la infancia hasta la adultez. A continuación, se evalúa la relación entre ésta y otros constructos relacionados, como ser el optimismo, las funciones ejecutivas y la teoría de la mente. Para finalizar, se discuten las posibles implicancias y las herramientas accesibles para la enseñanza y el desarrollo de la habilidad metacognitiva en el ámbito escolar.

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“…That analysis can yield a more comprehensive map of teaching’s components and a search for their origins and developmental courses. Also in need of elaboration are emotional and motivational aspects forged in T-L interactions.Somewhat further afield, and reversing the usual understandings of their relations, teaching has been proposed as a springboard for deep cognitive abilities: language (Laland, 2017), Theory of Mind (Csibra & Gergely, 2006) and metacognition (Calero, Goldin, & Sigman, 2018). In other words, instead of thinking that language, ToM and metacognition make teaching possible, teaching may have made language, ToM and metacognition possible.…”

Section: Whither the Programme?mentioning

confidence: 99%

Towards an expanded cognitive developmental science understanding of human teaching / Hacia un conocimiento ampliado de la enseñanza humana basada en la ciencia del desarrollo cognitivo

Strauss

2018

Infancia y Aprendizaje

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Teaching is one of nature's remarkable inventions. Despite over two millennia of academic discussion about teaching, it remains in need of a broad scientific footing. The cognitive and developmental sciences, writ large, are candidates for such a footing. The purpose of this article is to go beyond teaching as knowledge transmission and present an expanded cognitive developmental account of teaching's remarkable complexity. A minimalist and maximalist approach for describing teaching are presented, with a preference offered for the latter. It can serve as a map for backward engineering so as to get to the origins and developmental trajectories of the map of teaching's components. An expanded mind-to-mind coupling version of the complexity of normative adult teaching is presented which includes stage-setting with emotion-, motivation-and mind-reading, organizing teaching sessions, scaffolding, detecting knowledge gaps and intervening by knowledge transmission strategies intended to reduce the gaps. In a backward engineering move, research is presented on infants' abilities for some of what is presented for adults. Teaching is also prosocial, with heart-to-heart coupling. It is inextricably intertwined with teaching, and is another part of teaching's complexity. Teaching's prosociality is analysed via the economic concept of non-rivalry. It is shown that teaching is a form of helping behaviour but is not altruistic. Directions for further work in this maximalist approach to the scientific study of teaching are presented.

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The Teaching Instinct

Cited by 9 publications

References 60 publications

Peer tutoring of computer programming increases exploratory behavior in children

Peer tutoring of computer programming increases exploratory behavior in children

¿De qué hablamos cuando hablamos de metacognición en el aula?

Towards an expanded cognitive developmental science understanding of human teaching / Hacia un conocimiento ampliado de la enseñanza humana basada en la ciencia del desarrollo cognitivo

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