While the effectiveness of one-on-one human tutoring has been well established, a great deal of controversy surrounds the issue of which features of tutorial dialogue separate effective uses of dialogue in tutoring from those that are less effective. In this paper we present a formal comparison of Socratic versus Didactic style tutoring that argues in favor of the Socratic tutoring style.
|Title of host publication||23rd Annual Conference of the Cognitive Science Society|
|Number of pages||6|
|Publication status||Published - Aug 2001|