AbstractLearning by teaching is an

Abstract
Learning by teaching is an educational method developed by Jean-Pol Martin for foreign language lessons and is
commonly used in Germany. This study discusses a reconstruction of learning by teaching as developed for use
in a science context where in the adapted version of this method is introduced, the views of pre-service science
teachers are explored, and the effectiveness of this method for gaining 21st century skills is examined. The
qualitative case study was conducted with 33 pre-service science teachers. Data was gathered through focus
group discussions and structured written interviews, and analyzed using content analysis. The views of preservice
science teachers were examined concerning the advantages of the following 11 themes: the advantages
of learning by teaching, preparing research questions and working together to find answers through research,
preparing and implementing activities, the role of the teacher, a letter writing activity, the strengths of learning
by teaching, the weaknesses of learning by teaching, difficulties faced during its implementation, the use of
learning by teaching in teacher-training programs, other lessons appropriate for the use of learning by teaching,
and how to apply the experiences gained to the future. Following a two-year pilot study and implementation
of the final version, learning by teaching within the context of science was found to be an effective method for
gaining 21st century skills.
Keywords: Chemistry education • Learning by teaching • 21st century skills • Pre-service science teachers • Views

ผลลัพธ์ (แอฟริกา) 1:

Abstract
Leer deur onderrig is 'n opvoedkundige metode wat ontwikkel is deur Jean-Pol Martin en lesse vir Tweede Taal is
algemeen gebruik word in Duitsland. Hierdie studie bespreek 'n rekonstruksie van Leer deur onderrig soos ontwikkel vir gebruik
in 'n Wetenskaplike konteks waar in die aangepaste weergawe van hierdie metode is ingestel, die menings van die pre-Diens Wetenskap
onderwysers word ondersoek, en die doeltreffendheid van hierdie metode vir die verkryging van die 21ste eeu Vaardighede. ondersoek. Die
kwalitatiewe gevallestudie is uitgevoer met 33 pre-Diens Wetenskap onderwysers. Data is ingesamel deur Fokus
groepsbesprekings en geskrewe gestruktureerde onderhoude, analise en ontleed met behulp van inhoud. Die menings van preservice
Wetenskap onderwysers ondervra word oor die voordele van die volgende 11 temas: die voordele
van leer deur onderrig, Voorbereiding Navorsingsvrae en saam te werk om antwoorde deur navorsing Vind,
Voorbereiding en implementering van aktiwiteite, die rol van die onderwyser, 'n brief skryf. aktiwiteit, die sterkpunte van Leer
deur onderrig, die swakhede van Leer deur onderrig, probleme wat tydens die implementering daarvan, die gebruik van
Leer deur onderrig in onderwyser-Opleidingsprogramme, ander lesse geskik is vir die gebruik van Leer deur onderrig,
en hoe om die aansoek te doen. ervarings op die toekoms. Twee jaar ná 'n loodsstudie en implementering
van die finale weergawe, leer deur te onderrig binne die konteks van 'n effektiewe metode Wetenskap was gevind word vir
die 21ste eeu Vaardighede besig.
Keywords: Chemie • Onderwys • Leer deur te leer 21ste eeu Vaardighede • Pre-. diens wetenskap onderwysers • Views