Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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TEACHING SCIENTIFIC SUBJECTS THROUGH PROBLEM BASED AND REAL LIFE CASE SCENARIOS

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Chapter 2: Non-traditional teaching methods and class management
2.4. Peer education
Peer education means 'communication between people equal in age' and indicates the continuous, reciprocal influence between people who belong to the same group.

Young people, as promoter of learning and change of behavior towards their peers, are considered 'experts' in some subjects. It is a teaching approach that takes the activity shared by peers as a good method to spread information and develop successful strategies through a process made of thought-sharing, taking up reciprocal duties and negotiating compromises, which, at the same time, allows open-mindedness towards new ideas.

The detailed meaning of peer education stands for a teaching method according to which some members of a group, after being adequately prepared, join the group again to carry out precise activities with their peers. It is a very interesting system, as it makes the peer educator more mature; teaches everybody that the relationship between peers is not only pleasant, but it can also have noble aims; makes learning easier, as the peer educator is able to use the most suitable language and fit his work to the needs of the group; helps adults to better know the real dynamics and needs of the group and be accepted not as a 'stranger', but rather an adult friend who is willing to listen without any prejudice.

This method comes up today as one of the most promising ways of teaching. The key for its success is the double dimension on which it develops:
  • a horizontal dimension, the one of peer educators and young people of almost the same age, culture, interests and experience;
  • a vertical dimension, which is fulfilled thanks to people with good technical preparation (educators, psychologists, etc.).

This method represents a 'break' with the traditional methods centred upon the figure of the adult, expert and skillful, totally responsible for the education system. Hence, this adult is not recognized as the one being able to understand the others and their motivations. Such ability is considered to be 'naturally' present in a group of equal age in which the same lifestyle is shared. In fact, the role played by peer educators in their own groups provides their peers with a noteworthy 'modeling' system.

According to these considerations, it is possible to state that today Peer education represents one of the most significant working models with and for teenagers. Peer education recognizes teenagers as protagonists of the progress of their well-being and in preventing dangerous behaviours.
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