Transactive Peer Tutoring: Distributing Cognition and Metacognition

被引:0
作者
Alison King
机构
[1] California State University San Marcos,
来源
Educational Psychology Review | 1998年 / 10卷
关键词
peer tutoring; distributed cognition;
D O I
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中图分类号
学科分类号
摘要
“ASK to THINK—TEL WHY®©” is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a “person-plus” cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during “ASK to THINK—TEL WHY®©” (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge.
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页码:57 / 74
页数:17
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