Interdisciplinary Journal of Environmental and Science Education

Learn from Each Other: A Peer-Teaching Model
Adiv Gal 1 * , Orna Fallik 1 *
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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

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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.
Vancouver
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.
Chicago
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.
Harvard
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.
MLA
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.
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
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