Publication Type
Journal Article
Version
acceptedVersion
Publication Date
5-2023
Abstract
Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others—learning-by-teaching—enhances one’s ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-recorded lectures outperformed their peers who practiced retrieval or constructed concept maps when tested on their ability to generate create-level research questions based on the texts (Experiment 1). This advantage held reliably even on a delayed test 48 hr later, and when all learners similarly received and responded to poststudy questions on the material (Experiment 2). Moreover, across both immediate and delayed tests, learning-by-teaching produced a recall benefit that rivaled that of the potent technique of retrieval practice. In contrast, despite recalling more than twice the study content that the concept-mapping group did, learners who practiced retrieval were unable to generate more create-level research questions based on that content. Three supplemental experiments (N = 168) further showed that retrieval practice consistently did not improve higher-order question generation over restudying, despite yielding superior long-term retention. Altogether, these findings reveal that simply possessing a wealth of factual knowledge is insufficient for generating higher-order research questions that create new knowledge. Rather, teaching others is a powerful strategy for producing deep and durable learning that enables research question generation. To ask better questions, teach.
Keywords
Question generation, Generative learning, Learning by teaching, Retrieval practice, Concept-mapping
Discipline
Educational Methods | Social Psychology
Research Areas
Psychology
Publication
Journal of Educational Psychology
Volume
115
Issue
6
First Page
798
Last Page
812
ISSN
0022-0663
Identifier
10.1037/edu0000802
Publisher
American Psychological Association
Citation
WONG, Sarah Shi Hui, LIM, Kagen Y. L., & LIM, Stephen Wee Hun.(2023). To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping. Journal of Educational Psychology, 115(6), 798-812.
Available at: https://ink.library.smu.edu.sg/soss_research/4297
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1037/edu0000802