Learning through teaching: Peer‐mediated instruction in minimally invasive education

Abstract

Abstract The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7–14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning.

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