How Do Children Learn and Teach? In-Class Collaborative Teaching Simulation on the Complex Doubly Structural Network

Abstract

In this research, a novel teaching simulation model is proposed, in which the understanding status, knowledge structure, and collaborative effect of each learner are integrated through the concept of a doubly structural network model. The purpose of this research is to investigate how the leaners' understanding will be changed by various teaching styles in a classroom. The proposed model consists of students' mental models, their learning capabilities, in-class learning processes, learning material structures, and their collaborative relationships. In the simulation experiments, we analyse the learning effects of both the different teaching strategies and the seating arrangement of learners on collaborative learning effects. From the simulation analyses, we have found that: (1) the learning effects depend on the difference in teaching strategies, (2) a teaching strategy where learning skills, material structure, and collaborative learning are integrated is the most effective, (3) the seating arrangement affects collaborative learning, and (4) ability classes have adverse effects on learners in collaborative learning.