Skip to main content

Advertisement

Springer Nature Link
Log in

The effectiveness of peer tutoring in remedying misconceptions of operating system concepts: A design-based approach

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This study attempted to examine students’ experiences on collaborative work with peer tutoring in projects. The study also focused impact of peer tutoring on remedying misconceptions. The study was conducted in the context of an operating system course in which 30 pre-service ICT teachers are the participants. Data were gathered from pre-tests, post-tests and clinical interviews. Pre-tests were used for determining misconceptions and post-tests for determining change in misconceptions after the process. The results showed that the deficiencies in conceptual understanding may be remedied by conducting interactive peer-tutoring applications. The study put forward some evidences that; peer tutoring may provide a collaborative environment since it is used in a design based environment. Recommendations for delivery practices using design-based projects in conceptual learnings are also included.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Ainsworth, S. (2008). How do animations influence learning? In D. Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning, and instruction: recent innovations in educational technology that facilitate student learning. pp 37–67. Information Age Publishing.

  • Arvaja, M., Häkkinen, P., Rasku-Puttonen, H., & Eteläpelto, A. (2002). Social processes and knowledge building during small group interaction in a school science project. Scandinavian Journal of Educational Research, 46(2), 161–179.

    Article  Google Scholar 

  • Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Therapy and Experimental Psychiatry, 13(3), 195–199.

    Article  Google Scholar 

  • Barab, S. and Squire, K. (2004) Design-based research: putting a stake in the ground, Journal of the Learning Sciences, 13 (1) 1—14.

  • Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: its effect on students’ thinking and motivation. Computers & Education, 56(3), 839–846.

    Article  Google Scholar 

  • Blank, G. D.,Hiestand, S., &Wei, F. (2004). Overcoming misconceptions about computer science with multimedia, Proceedings of 35th SIGCSE Technical Symposium on Computer Science Education, March, Norfolk, VA. Online at www.cse.lehigh.edu/~cimel/papers/sigcse04.pdf

  • Cetin, I. (2013). Visualization: a tool for enhancing students’ concept images of basic object-oriented concepts. Computer Science Education, 23(1), 1–23.

    Article  MathSciNet  Google Scholar 

  • Coll, R. K., France, B., & Taylor, I. (2005). The role of models/and analogies in science education: implications from research. International Journal of Science Education, 27(2), 183–198.

    Article  Google Scholar 

  • Collins, A., Joseph, D. and Bielaczyc, K. (2004) Design research: theoretical and methodological issues. Journal of the Learning Sciences, 13 (1), 15—42.

  • Colvin, J. W. (2007). Peer tutoring and social dynamics in higher education. Mentoring & Tutoring, 15(2), 165–181.

    Article  Google Scholar 

  • Cortright, R. N., Collins, H. L., & DiCarlo, S. E. (2005). Peer instruction enhanced meaningful learning: ability to solve novel problems. Advances in Physiology Education, 29(1–4), 107.

    Article  Google Scholar 

  • Crouch, C. H., & Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69, 970–977.

    Article  Google Scholar 

  • Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Classwide peer tutoring. Exceptional Children, 52, 535–542.

    Article  Google Scholar 

  • Duran, D., & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15(3), 179–199.

    Article  Google Scholar 

  • Gok, T. (2012). The impact of peer instruction on college students’ beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10(2), 417–436.

    Article  Google Scholar 

  • Hartman, H. J. (2001). Teaching metacognitively. Neuropsychology and Cognition, 19, 149–172.

    Article  Google Scholar 

  • Hay, D., Kinchin, I., & Lygo-Baker, S. (2008). Making learning visible: the role of concept mapping in higher education. Studies in Higher Education, 33(3), 295–311.

    Article  Google Scholar 

  • Heinz, A., & Xu, X. (2012). Creating web-based animation in STEM education. In Proceedings of the 6th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2012, Orlando.

  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.

    Article  Google Scholar 

  • House, J. D., & Wohit, V. (1990). The effect of tutoring program participation on the performance of academically underprepared college freshmen. Journal of College Student Development, 31, 365–370.

    Google Scholar 

  • Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: an experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624–639.

    Article  Google Scholar 

  • Jeong, H., & Chi, M. T. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35(4), 287–315.

    Article  Google Scholar 

  • Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1–27.

    Google Scholar 

  • Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25(2).

  • Kolodner, J. L. (2002). Facilitating the learning of design practices: lessons learned from an inquiry into science education. Journal of Industrial Teacher Education, 39(3).

  • Koschmann, T. (2003). CSCL, argumentation, and Deweyan inquiry. Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments, 261–269

  • Köse, S., Ayas, A., & Uşak, M. (2006). The effect of conceptual change texts instructions on overcoming prospective science teachers’ misconceptions of photosynthesis and respiration in plants. International Journal of Environmental Science Education, 1(1), 78–103.

    Google Scholar 

  • Lam, C. K. (2010). Fostering conceptual change and epistemic changes in. In Proceedings of the Ninth International Conference of the Learning Sciences–ICLS, 1.

  • Lamon, M., Reeve, R., & Scardamalia, M. (2001). Mapping learning and the growth of knowledge in a knowledge building community. In American Educational Research Association Meeting

    Google Scholar 

  • Lehrer, R., Erickson, J., & Connell, T. (1994). Learning by designing hypermedia documents. Computers in the Schools, 10(1/2), 227–254.

    Article  Google Scholar 

  • Liu, J. (2010). Deepen the teaching reform of operating system, cultivate the comprehensive quality of students. Intertational Educational Studies, 3(1), 151–154.

    Google Scholar 

  • Martin, A. A. (1998). The effectiveness of Christian adolescent peer counselor training: A controlled study. Unpublished Doctoral Dissertation. Retrieved 11, 2009, from the proquest database

  • Mikkilä-Erdmann, M. (2002). Science learning through text: The effect of text design and text comprehension skills on conceptual change. In Reconsidering conceptual change: Issues in theory and practice (pp. 337–353). Springer Netherlands

  • Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92(2), 278–296.

    Article  Google Scholar 

  • Münzer, S., Seufert, T., & Brünken, R. (2009). Learning from multimedia presentations: facilitation function of animations and spatial abilities. Learning and Individual Differences, 19(4), 481–485.

    Article  Google Scholar 

  • Narayanan, N. H., & Hegarty, M. (2002). Multimedia design for communication of dynamic information. International Journal of Human-Computer Studies, 57(4), 279–315.

    Article  Google Scholar 

  • Ndlovu, M., & Mji, A. (2012). Pedagogical implications of students’ misconceptions about deductive geometric proof. Acta Academica, 44(3), 175–205.

    Google Scholar 

  • Nieh, J., & Vaill, C. (2006). Experiences teaching operating systems using virtual platforms and Linux. Operating Systems Review, 40(2), 100–104.

    Article  Google Scholar 

  • Palmer, D. H. (2003). Investigating the relationship between refutational text and conceptual change. Science Education, 87(5), 663–684.

    Article  MathSciNet  Google Scholar 

  • Ploetzner, R., Dillenbourg, P., Preier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative learning: cognitive and computational approaches. Elsevier Science Publishers.

  • Qureshi, M. A., & Stormyhr, E. (2012). Group dynamics and peer-tutoring a pedagogical tool for learning in higher education. International Education Studies, 5(2), 118.

    Article  Google Scholar 

  • Robinson, D., Schofield, J., & Steers-Wentzell, K. (2005). Peer and cross-age tutoring in math: outcomes and their design implications. Educational Psychology Review, 17(4), 327–362.

    Article  Google Scholar 

  • Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451–467.

    Article  Google Scholar 

  • Scruggs, T. E., & Osguthorpe, R. T. (1986). Tutoring interventions within special education settings: a comparison of cross-age and peer tutoring. Psychology in the Schools, 23(2), 187–193.

    Article  Google Scholar 

  • Stahl, G. (2006). Group cognition (Vol. 106). Cambridge, MA: MIT Press.

    Google Scholar 

  • Swain, K. T., (2012). Meaningfuluse of animation and simulation in the science classroom,. Education and Human Development, Master’s Theses. Paper 143

  • Tergan, S. O. (1997). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6, 257–284.

    Google Scholar 

  • Tinto, V. (2003). Learning better together: the impact of learning communities on student success. Higher Education Monograph series, 1(8).

  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

    Article  Google Scholar 

  • Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Small Group Research, 37, 490–521.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Internalization of higher psychological functions. Mind in society: the development of higher psychological processes, pp. 52–57.

  • Zembat, I. O. (2008). Pre-service teachers’ use of different types of mathematical reasoning in paper-and-pencil versus technology-supported environments. International Journal of Mathematical Education in Science and Technology, 39(2), 143–160.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computer Education and Instructional Technology, Fatih Faculty of Education, Karadeniz Technical University, Söğütlü, Akçaabat, 61335, Trabzon, Turkey

    Ünal Çakiroğlu & Sakine Öngöz

Authors
  1. Ünal Çakiroğlu
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Sakine Öngöz
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Ünal Çakiroğlu.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Çakiroğlu, Ü., Öngöz, S. The effectiveness of peer tutoring in remedying misconceptions of operating system concepts: A design-based approach. Educ Inf Technol 22, 1249–1269 (2017). https://doi.org/10.1007/s10639-016-9490-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-016-9490-0

Keywords