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- Vol 3 RE: Chapters 3, 4, 8
- Vol 3 TE: App C
tutor learningpeer tutoringknowledge buildingknowledge tellingexplanatory dialoguediagnostic questioningmisconception detectionself-explanationJournal article Evidence summaryAt a glance
Roscoe and Chi review why peer tutors can learn by teaching and why the potential is often unrealised. Tutor learning should arise when explaining prompts learners to reorganise and elaborate knowledge, monitor comprehension, diagnose a partner’s needs, answer questions, and repair gaps.
Key ideas
The authors distinguish knowledge building from knowledge telling. Knowledge building involves generating inferences, integrating ideas, reflecting, and adapting explanations; knowledge telling consists mainly of summarising or repeating source material. Across the reviewed research, tutoring can benefit tutors, but tutors commonly display a knowledge-telling bias, dominate interaction, ask shallow questions, and miss opportunities to respond constructively to tutee confusion. Prior knowledge, preparation, question type, dialogue, and training influence whether deeper processing occurs. For educators, assigning students to teach is therefore not a sufficient intervention.
Why it matters
Tutors need prompts to explain why and how, compare representations, anticipate misconceptions, ask diagnostic questions, listen to answers, and revise explanations. Assessment should examine both tutor learning and the interaction processes that produced it rather than assuming that time spent explaining guarantees knowledge construction.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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