Examining the Learning-by-Teaching Process Through Concept Maps

Abstract

Learning-by-teaching has been shown to be an effective strategy, but research in the area lacks standardization. Studies have found that simply preparing to teach can be more effective than other learning techniques, although teachers' learning can be inhibited by failing to engage in metacognitive strategies. Concept mapping can facilitate deeper learning by organizing knowledge. The present study, therefore, incorporated concept mapping before participants taught material, allowing for an examination of the cognitive processing occurring while preparing to teach. The effects of both teaching and concept mapping on learning were examined, as well as the interaction between the two, both immediately after learning and after a delay. The results did not indicate that teaching and concept mapping provided greater benefits than only reading. Those who taught, however, completed more accurate concept maps than those who did not, providing further evidence for the cognitive organization occurring while preparing to teach.