INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Research Article

Learn from Each Other: A Peer-Teaching Model

Interdisciplinary Journal of Environmental and Science Education, 2021, 17(3), e2242, https://doi.org/10.21601/ijese/10896
Full Text (PDF)

ABSTRACT

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.

KEYWORDS

peer-teaching model peer teaching fellow teacher student drawings hidden curriculum

CITATION (APA)

Gal, A., & Fallik, O. (2021). Learn from Each Other: A Peer-Teaching Model. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2242. https://doi.org/10.21601/ijese/10896
Harvard
Gal, A., and Fallik, O. (2021). Learn from Each Other: A Peer-Teaching Model. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2242. https://doi.org/10.21601/ijese/10896
Vancouver
Gal A, Fallik O. Learn from Each Other: A Peer-Teaching Model. INTERDISCIP J ENV SCI ED. 2021;17(3):e2242. https://doi.org/10.21601/ijese/10896
AMA
Gal A, Fallik O. Learn from Each Other: A Peer-Teaching Model. INTERDISCIP J ENV SCI ED. 2021;17(3), e2242. https://doi.org/10.21601/ijese/10896
Chicago
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. https://doi.org/10.21601/ijese/10896
MLA
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. https://doi.org/10.21601/ijese/10896

REFERENCES

  1. 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. https://doi.org/10.1080/13504620050076713
  2. Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125–128. https://files.eric.ed.gov/fulltext/EJ1083566.pdf
  3. Arviv-Elyashiv, R., & Gal, A. (2017). Hierarchy of needs of persistent mathematics and science teachers. American Journal of Educational Research, 5(7), 683–693. https://doi.org/10.12691/education-5-7-1
  4. Barraza, L., & Walford, R. A. (2002). Environmental education: A comparison between English and Mexican school children. Environmental Education Research, 8(2), 171–186. https://doi.org/10.1080/13504620220128239
  5. 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.
  6. Boud, D., & Alison, L. (2007). ‘Peer learning’ as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501–516. https://doi.org/10.1080/03075070500249138
  7. 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. https://doi.org/10.5455/ijtrr.00000016
  8. Case, R. (1985). Intellectual development: Birth to adulthood. In Birth to adulthood. Academic press, London.
  9. 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. https://doi.org/10.1186/s12939-021-01395-5
  10. 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. https://doi.org/10.1080/14733285.2018.1467556
  11. Eldén, S. (2013). Inviting the messy: Drawing methods and ‘children’s voices. Childhood, 20(1), 66–81. https://doi.org/10.1177/0907568212447243
  12. Engels, D., Kraus, E., Obirei, B., & Dethleffsen, K. (2018). Peer teaching beyond the formal medical curriculum. Advances in Physiology Education, 42(3), 439–448. https://doi.org/10.1152/advan.00188.2017
  13. 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. https://learningpolicyinstitute.org/product/long-view.
  14. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  15. Franz, N. K. (2015). The unfocused focus group: Benefit or bane? The Qualitative Report, 16(5), 1380–1388.
  16. 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. https://doi.org/10.22158/wjer.v7n1p81
  17. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine. https://doi.org/10.1177/0020764020922269
  18. Griffiths, S., Houston, K., & Lazenbatt, A. (1995). Enhancing student learning through peer tutoring in higher education. Coleraine: Educational Development Unit, University of Ulster.
  19. 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. https://doi.org/10.1002/ase.1944
  20. 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. https://doi.org/10.1007/s10763-014-9539-8
  21. 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.
  22. Lim, L. (2003). A case study on peer-teaching. Open Journal of Social Sciences, 2, 35–40.
  23. 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. https://doi.org/10.1007/s10459-006-9049-8
  24. Marshall, C. (2017). Montessori education: A review of the evidence base. Science of Learning, 2(1), 1–9. https://doi.org/10.1038/s41539-017-0012-7
  25. 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. https://doi.org/10.1016/j.nepr.2010.10.003
  26. Mennim, P. (2017). A discourse-based evaluation of a classroom peer teaching project. English Language Teaching, 71(1), 37–49. https://doi.org/10.1093/elt/ccw046
  27. 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. https://doi.org/10.1080/19404476.2019.1701868
  28. 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. https://doi.org/10.5195/jyd.2020.807
  29. 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. https://doi.org/10.1080/09687599.2020.1812378
  30. Olle, C., & Durning, S. (2007). Peer teaching in medical education: Twelve reasons to move from theory to practice. Medical Teacher, 29(6), 591–599. https://doi.org/10.1080/01421590701606799
  31. 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. https://doi.org/10.1080/10632913.2020.1773366
  32. 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. https://doi.org/10.1016/j.adolescence.2020.02.014
  33. 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. https://doi.org/10.1080/0950069032000032199
  34. 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. https://doi.org/10.1016/j.nedt.2017.01.011
  35. 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.
  36. 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. https://doi.org/10.1504/IJIL.2020.103888
  37. 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. https://doi.org/10.1007/s10956-014-9512-x
  38. 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. https://doi.org/10.1007/s10212-020-00512-2
  39. Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. Journal of Clinical Nursing, 17, 703–716. https://doi.org/10.1111/j.1365-2702.2007.01954.x
  40. Şen, A. (2010). Effects of peer teaching and microteaching on teaching skills of pre-service physics teachers. Education and Science, 35(155), 78–88.
  41. Shkedi, A. (2004). Second-order theoretical analysis: A method for constructing theoretical explanation. International Journal of Qualitative Studies in Education, 17(5), 627–646. https://doi.org/10.1080/0951839042000253630
  42. Shkedi, A. (2005). Multiple case narrative: A qualitative approach to studying multiple populations . John Benjamins Publishing.
  43. Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring and Tutoring: Partnership in Learning, 24(2), 124–136. https://doi.org/10.1080/13611267.2016.1178963
  44. Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Sage Publications.
  45. 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. https://doi.org/10.14507/epaa.27.3696
  46. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
  47. 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. https://doi.org/10.3389/fpsyg.2017.01454
  48. Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.
  49. 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. https://doi.org/10.1002/tea.20398
  50. Vygotskiĭ, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  51. Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction. Ally and Bacon.
  52. 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. https://doi.org/10.1016/j.jsp.2020.08.002

LICENSE

Creative Commons License
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.