Interdisciplinary Journal of Environmental and Science Education

Learn from Each Other: A Peer-Teaching Model
Adiv Gal 1 * , Orna Fallik 1 *
More Detail
1 Kibbutzim College of Education Technology and the Arts, ISRAEL
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 3, Article No: e2242

Published Online: 13 May 2021

Views: 159 | Downloads: 98

How to cite this article
APA 6th edition
In-text citation: (Gal & Fallik, 2021)
Reference: Gal, A., & Fallik, O. (2021). Learn from Each Other: A Peer-Teaching Model. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2242.
In-text citation: (1), (2), (3), etc.
Reference: Gal A, Fallik O. Learn from Each Other: A Peer-Teaching Model. INTERDISCIPLINARY J ENV SCI ED. 2021;17(3):e2242.
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Gal A, Fallik O. Learn from Each Other: A Peer-Teaching Model. INTERDISCIPLINARY J ENV SCI ED. 2021;17(3), e2242.
In-text citation: (Gal and Fallik, 2021)
Reference: Gal, Adiv, and Orna Fallik. "Learn from Each Other: A Peer-Teaching Model". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 3 (2021): e2242.
In-text citation: (Gal and Fallik, 2021)
Reference: Gal, A., and Fallik, O. (2021). Learn from Each Other: A Peer-Teaching Model. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2242.
In-text citation: (Gal and Fallik, 2021)
Reference: Gal, Adiv et al. "Learn from Each Other: A Peer-Teaching Model". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 3, 2021, e2242.
The aim of the study was to examine the degree of competence of the teaching-learning goals as formulated by the elementary-school staff members and the expression of these goals in science classes, in which peer teaching takes place, from the students' point of view. As part of this peer teaching, fellow teachers who were assigned from among the students were in charge of teaching the rest of the class that had been divided into groups of four to five. The research adapted mix-methods, which helped to answer the following questions: a). What are the teaching-learning goals of the school staff at Tzemach School that engages in the peer teaching approach combined with traditional teaching? b). How are teaching-learning goals formulated by the peer-teaching school staff in science classes described from the students' point of view? The research tools used included interviews with teachers, interviews with group leaders, focus groups, observations, and drawing analyses. The findings indicate that there is a gap between teachers' perceptions of peer teaching and students' perceptions of peer teaching. Teachers placed greater emphasis on the cognitive aspects, while the students paid more attention to the social-emotional and behavioral aspects. Despite these gaps, students are interested in continuing to study through peer teaching, provided the presence of the accompanying teacher is more significant. Based on the existing model for peer teaching at Tzemach School and according to the findings of the study, a desirable model for integrating peer teaching was developed, which can aid in implementation of the approach for any age and in any another scholastic subject.
  • Alerby, E. (2000). A way of visualising children’s and young people’s thoughts about the environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
  • Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125–128.
  • Arviv-Elyashiv, R., & Gal, A. (2017). Hierarchy of needs of persistent mathematics and science teachers. American Journal of Educational Research, 5(7), 683–693.
  • Barraza, L., & Walford, R. A. (2002). Environmental education: A comparison between English and Mexican school children. Environmental Education Research, 8(2), 171–186.
  • Boud, D. (2001). Peer learning in higher education: Learning from and with each other. In D. Boud, R. Cohen, & J. Sampson (Eds.), Making the move to peer learning (pp. 1–20). Routledge.
  • Boud, D., & Alison, L. (2007). ‘Peer learning’ as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501–516.
  • Campolo, M., Maritz, C., & Thielman, G. (2013). An evaluation of peer teaching across the curriculum: Student perspectives. International Journal of Therapies and Rehabilitation Research, 2, 1–7.
  • Case, R. (1985). Intellectual development: Birth to adulthood. In Birth to adulthood. Academic press, London.
  • Cherewick, M., Lebu, S., Su, C., Richards, L., Njau, P. F., & Dahl, R. E. (2021). Adolescent, caregiver and community experiences with a gender transformative, social emotional learning intervention. International Journal for Equity in Health, 20(1), 1–17.
  • Cutter-Mackenzie, A., & Rousell, D. (2018). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children’s Geographies, 17(1), 90-104.
  • Eldén, S. (2013). Inviting the messy: Drawing methods and ‘children’s voices. Childhood, 20(1), 66–81.
  • Engels, D., Kraus, E., Obirei, B., & Dethleffsen, K. (2018). Peer teaching beyond the formal medical curriculum. Advances in Physiology Education, 42(3), 439–448.
  • Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Palo Alto, CA: Learning Policy Institute.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Franz, N. K. (2015). The unfocused focus group: Benefit or bane? The Qualitative Report, 16(5), 1380–1388.
  • Gal, A. (2020). Active or passive - What do pre-service science teachers prefer in their professional training? World Journal of Educational Research, 7(1), 1–28.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Griffiths, S., Houston, K., & Lazenbatt, A. (1995). Enhancing student learning through peer tutoring in higher education. Coleraine: Educational Development Unit, University of Ulster.
  • Karamaroudis, S., Poulogiannopoulou, E., Sotiropoulos, M. G., Kalantzis, T., & Johnson, E. O. (2020). Implementing change in neuroanatomy education: Organization, evolution, and assessment of a near-peer teaching program in an undergraduate medical school in Greece. Anatomical Sciences Education, 13, 1–13.
  • Korner, M., & Hopf, M. (2015). Cross-age peer tutoring in physics: Tutors, tutees, and achievement in electricity. International Journal of Science and Mathematics Education, 13(5), 1039–1063.
  • Kubiatko, M., Torkar, G., & Rovnanova, L. (2017). The teacher as one of the factors influencing students’ perception of biology as a school subject. Center for Educational Policy Studies Journal, 7(2), 127–140.
  • Lim, L. (2003). A case study on peer-teaching. Open Journal of Social Sciences, 2, 35–40.
  • Lockspeiser, T. M., O’Sullivan, P., Teherani, A., & Muller, J. (2008). Understanding the experience of being taught by peers: The value of social and cognitive congruence. Advances in Health Sciences Education, 13(3), 361–372.
  • Marshall, C. (2017). Montessori education: A review of the evidence base. Science of Learning, 2(1), 1–9.
  • Mckenna, L., & French, J. (2011). Nurse education in practice a step ahead: Teaching undergraduate students to be peer teachers. Nurse Education in Practice, 11(2), 141–145.
  • Mennim, P. (2017). A discourse-based evaluation of a classroom peer teaching project. English Language Teaching, 71(1), 37–49.
  • Neth, E. L., Caldarella, P., Richardson, M. J., & Heath, M. A. (2020). Social-emotional learning in the middle grades: A mixed-methods evaluation of the strong kids program. RMLE Online, 43(1), 1–13.
  • Newman, J. Z. (2020). Supporting the out-of-school time workforce in fostering intentional social and emotional learning. Journal of Youth Development, 15(1), 239–265.
  • Nind, M., Coverdale, A., & Croydon, A. (2020). Learning from each other in the context of personalisation and self-build social care. Disability and Society, 1–21.
  • Olle, C., & Durning, S. (2007). Peer teaching in medical education: Twelve reasons to move from theory to practice. Medical Teacher, 29(6), 591–599.
  • Omasta, M., Graham, M., Milling, S. L., Murray, E., Jensen, A. P., & Siebert, J. J. (2020). Social emotional learning and the national core arts standards: A cross-disciplinary analysis of policy and practices. Arts Education Policy Review, 1–13.
  • Orson, C. N., McGovern, G., & Larson, R. W. (2020). How challenges and peers contribute to social-emotional learning in outdoor adventure education programs. Journal of Adolescence, 81, 7–18.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Pålsson, Y., Mårtensson, G., Leo, C., Ädel, E., & Engström, M. (2017). Nurse education today a peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Education Today, 51, 81–87.
  • Pidgeon, N., & Henwood, K. (1996). Grounded theory: Practical implementation. In J. T. R. Richardson (Ed.), Handbook of Qualitative Research Methods (pp. 86–101). Leicester: The British Psychological Society Books.
  • Pinchumphonsang, S., & Chanchalor, S. (2020). The development of social emotional learning programs in a cross-cultural elementary classroom. International Journal of Innovation and Learning, 27(1), 58–78.
  • Potvin, P., & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784–802.
  • Räisänen, M., Postareff, L., & Lindblom-Ylänne, S. (2020). Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. European Journal of Psychology of Education, 1–23.
  • Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. Journal of Clinical Nursing, 17, 703–716.
  • Şen, A. (2010). Effects of peer teaching and microteaching on teaching skills of pre-service physics teachers. Education and Science, 35(155), 78–88.
  • Shkedi, A. (2004). Second-order theoretical analysis: A method for constructing theoretical explanation. International Journal of Qualitative Studies in Education, 17(5), 627–646.
  • Shkedi, A. (2005). Multiple case narrative: A qualitative approach to studying multiple populations . John Benjamins Publishing.
  • Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring and Tutoring: Partnership in Learning, 24(2), 124–136.
  • Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Sage Publications.
  • Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the united states. Education Policy Analysis Archives, 27(35), 1–40.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.
  • Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1–22.
  • Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.
  • Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48(2), 199–216.
  • Vygotskiĭ, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction. Ally and Bacon.
  • Yang, C., Chan, M. K., & Ma, T. L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high scho ols. Journal of School Psychology, 82, 49–69.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.