Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels
Keywords:
student-centred instruction; science and technology; four-factor model; professional development; stimulating environment
Abstract
To achieve the goals of modern science and technology
teaching, it is vital to organize student-centred instruction (SCI). The
organization of SCI requires the teacher’s ability to organize cognitively
challenging teaching in a stimulating environment. The fundamental purpose
of the study was to determine whether the teacher’s organization of SCI was
related to factors at the school level (organizational context) and factors at the
individual level (individual context). We designed a model comprising four
sets of factors. The results show a statistically significant correlation between
SCI and all four sets of factors.
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References
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Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., and Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. The Journal of Early Adolescence, 35(5−6), 722−758. https://doi.org/10.1177/0272431614564059
Du Plessis, E. (2020). Student Teachers’ Perceptions, Experiences, and Challenges Regarding Learner-Centred Teaching. South African Journal of Education, 40(1). https://doi.org/10.1–5700/saje.v40n1a1631
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El Hammoumi, M. M., Bakkali, S., and El Youssfi, S. (2020). Learner-Centred Teaching: A Case Study of its Implementation in Physics and Chemistry Classes in Moroccan High Schools. European Scientific Journal, ESJ. 16(22), 271−278. https://doi.org/10.19044/esj.2020.v16n22p271
Farmer, T. W., Lines, M. M., and Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256. https://doi.org/10.1016/j.appdev.2011.04.006
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Gest, S. D., and Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288−296. https://doi.org/10.1016/j.appdev.2011.02.004.
Good, T. L., and Brophy, J. E. (2003). Looking in classrooms (9th Ed.). Allyn et Bacon.
Hattie, J. (2018). Vidno učenje za učitelje: maksimiranje učinka na učenje. Svetovalno-izobraževalni center MI.
Kazempour, M. (2009). Impact of inquiry-based professional development on core conceptions and teaching practices: a case study. Science Education, 18(2), 56–68. https://files.eric.ed.gov/fulltext/EJ864616.pdf.
Kutnick, P., and Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75, 521–538. https://doi.org/10.1348/000709904X24591
Martin, D. P., and Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of school psychology, 53(5), 359−373. https://doi.org/10.1016/j.jsp.2015.07.001
Meece, J. L. (2003). Applying Learner-Centred Principles to Middle School Education. Theory into Practice, 42(2), 109–116. https://doi.org/10.1207/s15430421tip4202_4
Mucherah, W. (2008). Classroom climate and students, goal structure in high school Biology classrooms in Kenya. Learning Environment Research, 11, 63−81. http://dx.doi.org/10.1007/s10984-007-9036-x
Pečar, M. (2018). Teachers 'experiences and attitudes towards adapting lessons to students' prior knowledge and interests. [Doctoral dissertation, University of Ljubljana Faculty of Education].
Pečjak, S., Puklek Levpušček, M., Kalin, J., Valenčič Zuljan, M., and Peklaj, C. (2009). Students' social behaviour in relation to their academic achievement in primary and secondary school: teacher's perspective. Psihologijske teme, 18(1), 55−74.
Plešec Gasparič, R., and Valenčič Zuljan, M. (2019). Učne oblike v osnovni šoli in obrnjeno učenje in poučevanje. Revija za elementarno izobraževanje, 12(3), 267−290.
Plešec Gasparič, R., Valenčič Zuljan, M., and Kalin, J. (2020). Obrnjeno učenje in poučevanje kot priložnost za inovativno in prožno izvajanje učnih oblik v visokošolskem izobraževanju. Revija za elementarno izobraževanje, 13, 51−79.
Sin, C. (2015). Student-Centred Learning and Disciplinary Enculturation: An Exploration through Physics. Educational Studies, 41(4), 351−368. https://doi.org/10.1080/03055698.20–15.1007925
Soysal, Y., and Radmard, S. (2016). An Exploration of Turkish Teachers’ Attributions to Barriers Faced within Learner-Centred Teaching. Educational Studies, 43(2), 186−209. https://doi.org/10.1–080/03055698.2016.1248903
Talbert, E., T. Hofkens, and M. T. Wang. (2019). Does Student-Centred Instruction Engage Students Differently? The Moderation Effect of Student Ethnicity. The Journal of Educational Research, 112(3), 327−341. https://doi.org/10.1080/00220671.2018.1519690
Tamim, S. R., and Grant, M. M. ( 2013). Definitions and uses: case study of teacher simplementing project-based learning. Interdisciplinary Journal of Problem Based Learning, 7(2), 72–101. https://doi.org/10.7771/1541-5015.1323
Valenčič Zuljan, M. (2016). Pupil’s Assessment of Teaching and of Him/Herself as Learner– Relevant Itemsinthe Teacher’s Creationof Effective Learning Environment. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 18(1), 213–230. https://doi.org/10.1–5516/cje.v18i0.2219
Valenčič Zuljan, M., and Kalin, J. (2020). Učne metode in razvoj učiteljeve metodične competence. Univerza v Ljubljani, Pedagoška fakulteta.
Valenčič Zuljan, M., Peklaj, C., Pečjak, S., Puklek Levpušček, M., and Kalin, J. (2012). Didactic competencies of teachers from the learner's viewpoint. Educational studies, 38(1), 51−62. https://doi.org/10.1080/03055698.2011.567028
Van den Berg, Y. H. M., Segers, E., and Cillessen, A. H. N. (2012). Changing peer perceptions and victimization through classroom arrangements: A field experiment. Journal Abnormal Child Psychology, 40, 403–412. https://doi.org/10.1007/s10802-011-9567-6
Van den Lans, R. M., Van de Grift, W. J., and Van Veen, K. (2017). Individual differences in teacher development: an exploration of the applicability of a stage model to assess individual teachers. Learning and Individual Differences, 58, 46−55. https://doi.org/10.1016/j.lindif.2017.07.007
Vujičić, L., Pejić Papak, P., and Valenčič Zuljan, M. (2020). Okruženje za učenje i kultura ustanove. Učiteljski fakultet Sveučilišta u Rijeci.
Wannarka, R., and Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioral outcomes: A review of empirical research. Support for Learning, 23, 89–93. https://doi.org/10.1111/j.1467-9604.2008.00375.x
Wilen, W., Hutchison, J., and Ishler, M. (2008). Dynamics of effective teaching. Pearson.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64–72. https://doi.org/10.1207/s15430421tip4102_2
Zuljan, D., and Valenčič Zuljan, M. (2015). Tehnološka pismenost študentov, bodočih učiteljev, z vidika znanja, izkušenj ter ocene pomembnosti tehnologije v življenju in v procesu šolanja. Revija za elementarno izobraževanje, 8(4), 103−120.
Arisoy, N., Cakiroglu, J., & Sungur, S. (2007). A canonical analysis of learning environment perceptions and motivational beliefs. In annual meeting of the American Educational Research Association. Chicago, IL.
Barron, B., and Darling-Hammond, L. (2013). Prospects and challenges for inquiry-based approaches to learning. I n H . D umont, D . I stance & F. B enavides ( Eds.), The nature of learning: Using research to inspire practice. (pp. 183−205). Ljubljana: Zavod Republike Slovenije za šolstvo.
Boddy, N ., W atson, K ., a nd A ubusson, P . ( 2003). A trial of t he five E s: a referent m odel for constructivist teaching and learning. Research in Science Teaching, 33(1), 27–42. https://doi.org/10.1023/A:1023606425452
Burris, S., and Garton, B. L. (2007). Effect if instructional strategy on critical thinking and content knowledge: using problem-based learning in the secondary classroom. Journal of Agricultural Education, 46(1), 106–116. https://doi.org/10.5032/jae.2007.01106
Chionh, Y. H., and Fraser, B. J. (2009). Classroom environment, Achievement, Attitudes and Selfesteem in Geography and Mathematics in Singapore. International research in Geographical and Environmental Education, 18 (1), 29−44. https://doi.org/10.1080/10382040802591530
Cotič, N., Zuljan, D., and Plazar, J.(2019). Vpliv uporabe IKT in izkustvenega učenja na mnenje učencev o naravoslovnem dnevu na morski obali. Revija za elementarno izobraževanje, 12(1), 27−48.
Day, C., Sammons, P., Stobart, G., and Kington, A. (2007). Teachers matter: Connecting lives, work and effectiveness. McGraw-Hill.
Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., and Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. The Journal of Early Adolescence, 35(5−6), 722−758. https://doi.org/10.1177/0272431614564059
Du Plessis, E. (2020). Student Teachers’ Perceptions, Experiences, and Challenges Regarding Learner-Centred Teaching. South African Journal of Education, 40(1). https://doi.org/10.1–5700/saje.v40n1a1631
Dumont, H., and Istance, D. (2013). Analysing and designing learning environments for the 21st century. In H. Dumont, D. Istance & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 19−34). Zavod Republike Slovenije za šolstvo.
El Hammoumi, M. M., Bakkali, S., and El Youssfi, S. (2020). Learner-Centred Teaching: A Case Study of its Implementation in Physics and Chemistry Classes in Moroccan High Schools. European Scientific Journal, ESJ. 16(22), 271−278. https://doi.org/10.19044/esj.2020.v16n22p271
Farmer, T. W., Lines, M. M., and Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256. https://doi.org/10.1016/j.appdev.2011.04.006
Fraser, B. J. (2012). Classroom learning environments: Retrospect, Contextand Prospect. In B. J. Fraser, K. G. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education. Springer. https://doi.org/10.1007/978-1-4020-9041-7_79
Gest, S. D., and Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288−296. https://doi.org/10.1016/j.appdev.2011.02.004.
Good, T. L., and Brophy, J. E. (2003). Looking in classrooms (9th Ed.). Allyn et Bacon.
Hattie, J. (2018). Vidno učenje za učitelje: maksimiranje učinka na učenje. Svetovalno-izobraževalni center MI.
Kazempour, M. (2009). Impact of inquiry-based professional development on core conceptions and teaching practices: a case study. Science Education, 18(2), 56–68. https://files.eric.ed.gov/fulltext/EJ864616.pdf.
Kutnick, P., and Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75, 521–538. https://doi.org/10.1348/000709904X24591
Martin, D. P., and Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of school psychology, 53(5), 359−373. https://doi.org/10.1016/j.jsp.2015.07.001
Meece, J. L. (2003). Applying Learner-Centred Principles to Middle School Education. Theory into Practice, 42(2), 109–116. https://doi.org/10.1207/s15430421tip4202_4
Mucherah, W. (2008). Classroom climate and students, goal structure in high school Biology classrooms in Kenya. Learning Environment Research, 11, 63−81. http://dx.doi.org/10.1007/s10984-007-9036-x
Pečar, M. (2018). Teachers 'experiences and attitudes towards adapting lessons to students' prior knowledge and interests. [Doctoral dissertation, University of Ljubljana Faculty of Education].
Pečjak, S., Puklek Levpušček, M., Kalin, J., Valenčič Zuljan, M., and Peklaj, C. (2009). Students' social behaviour in relation to their academic achievement in primary and secondary school: teacher's perspective. Psihologijske teme, 18(1), 55−74.
Plešec Gasparič, R., and Valenčič Zuljan, M. (2019). Učne oblike v osnovni šoli in obrnjeno učenje in poučevanje. Revija za elementarno izobraževanje, 12(3), 267−290.
Plešec Gasparič, R., Valenčič Zuljan, M., and Kalin, J. (2020). Obrnjeno učenje in poučevanje kot priložnost za inovativno in prožno izvajanje učnih oblik v visokošolskem izobraževanju. Revija za elementarno izobraževanje, 13, 51−79.
Sin, C. (2015). Student-Centred Learning and Disciplinary Enculturation: An Exploration through Physics. Educational Studies, 41(4), 351−368. https://doi.org/10.1080/03055698.20–15.1007925
Soysal, Y., and Radmard, S. (2016). An Exploration of Turkish Teachers’ Attributions to Barriers Faced within Learner-Centred Teaching. Educational Studies, 43(2), 186−209. https://doi.org/10.1–080/03055698.2016.1248903
Talbert, E., T. Hofkens, and M. T. Wang. (2019). Does Student-Centred Instruction Engage Students Differently? The Moderation Effect of Student Ethnicity. The Journal of Educational Research, 112(3), 327−341. https://doi.org/10.1080/00220671.2018.1519690
Tamim, S. R., and Grant, M. M. ( 2013). Definitions and uses: case study of teacher simplementing project-based learning. Interdisciplinary Journal of Problem Based Learning, 7(2), 72–101. https://doi.org/10.7771/1541-5015.1323
Valenčič Zuljan, M. (2016). Pupil’s Assessment of Teaching and of Him/Herself as Learner– Relevant Itemsinthe Teacher’s Creationof Effective Learning Environment. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 18(1), 213–230. https://doi.org/10.1–5516/cje.v18i0.2219
Valenčič Zuljan, M., and Kalin, J. (2020). Učne metode in razvoj učiteljeve metodične competence. Univerza v Ljubljani, Pedagoška fakulteta.
Valenčič Zuljan, M., Peklaj, C., Pečjak, S., Puklek Levpušček, M., and Kalin, J. (2012). Didactic competencies of teachers from the learner's viewpoint. Educational studies, 38(1), 51−62. https://doi.org/10.1080/03055698.2011.567028
Van den Berg, Y. H. M., Segers, E., and Cillessen, A. H. N. (2012). Changing peer perceptions and victimization through classroom arrangements: A field experiment. Journal Abnormal Child Psychology, 40, 403–412. https://doi.org/10.1007/s10802-011-9567-6
Van den Lans, R. M., Van de Grift, W. J., and Van Veen, K. (2017). Individual differences in teacher development: an exploration of the applicability of a stage model to assess individual teachers. Learning and Individual Differences, 58, 46−55. https://doi.org/10.1016/j.lindif.2017.07.007
Vujičić, L., Pejić Papak, P., and Valenčič Zuljan, M. (2020). Okruženje za učenje i kultura ustanove. Učiteljski fakultet Sveučilišta u Rijeci.
Wannarka, R., and Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioral outcomes: A review of empirical research. Support for Learning, 23, 89–93. https://doi.org/10.1111/j.1467-9604.2008.00375.x
Wilen, W., Hutchison, J., and Ishler, M. (2008). Dynamics of effective teaching. Pearson.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64–72. https://doi.org/10.1207/s15430421tip4102_2
Zuljan, D., and Valenčič Zuljan, M. (2015). Tehnološka pismenost študentov, bodočih učiteljev, z vidika znanja, izkušenj ter ocene pomembnosti tehnologije v življenju in v procesu šolanja. Revija za elementarno izobraževanje, 8(4), 103−120.
Published
2021-12-13
How to Cite
Pejić Papak P., Valenčič Zuljan M., & Zuljan D. (2021). Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels. Journal of Elementary Education, 14(4), 501-517. https://doi.org/10.18690/rei.14.4.501-517.2021
Issue
Section
Scientific Articles
Copyright (c) 2021 Petra Pejić Papak, Milena Valenčič Zuljan, Darjo Zuljan
This work is licensed under a Creative Commons Attribution 4.0 International License.