Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/14225
Title: Tutoring rówieśniczy a wspomaganie rozwoju społecznych mechanizmów uczenia się w wieku wczesnoszkolnym
Other Titles: Peer Tutoring and Enhancing Social Learning Strategies in Early School Age
Authors: Marchow, Marta
Keywords: peer tutoring
zone of proximal development
theory of mind
differences in competences between students
social learning strategies
Issue Date: 2015
Publisher: Wydawnictwo Naukowe UAM
Citation: Studia Edukacyjne, 2015, nr 36, s.235-249
Abstract: Peer tutoring, as an educational strategy in one-to-one relations, is based on the collaboration between a lower- and a higher-performing students. Though both the tutor and the tutee roles enhance social learning strategies, I particularly focus on some developmental effects of tutors’ performance. The tutor’s role seems to have a special impact on the development of thought monitoring and on the awareness of the social demands of instruction. Differences in competences between children are a stimulating factor in promoting social learning strategies development. The process is strongly mediated by the theory of mind in students and thus influences further educational achievements. Moreover, peer tutoring does not seem to be less effective as a spontaneous interaction between children as compared to tutoring organized and monitored by adults.
URI: http://hdl.handle.net/10593/14225
DOI: 10.14746/se.2015.36.14
ISBN: 978-83-232-2958-2
ISSN: 1233-6688
Appears in Collections:Studia Edukacyjne, 2015, nr 36

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