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Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?  [PDF]
Sadruddin Bahadur Qutoshi,Tikaram Poudel
Journal of Education and Research , 2014, DOI: 10.3126/jer.v4i1.9620
Abstract: Assuming the effectiveness of student-centered approach to teaching, this study explores the perceptions of purposefully selected seven students and teachers from a community school in Karachi about this pedagogical approach. Using interviews and observations of classroom practices as methodological tools, we concentrate on finding answers to the questions: How does student-centered approach to teaching used in community schools in Pakistan contribute to achieving quality education? How does this approach affect teaching and learning activities?? How does this approach facilitate teachers to overcome the problems of teaching and learning? The findings of this study identify that student-centered approach to teaching encourages students’ engagement in teaching-learning activities focusing on individual interaction to achieve common objectives. However, inadequate resources, small sized classrooms, and lack of expertise on the part of teachers were the challenges to the teaching learning activities in the community schools. These findings would be valuable to teaching and learning communities and educational policy makers as well.
Using Technology to Engage Preservice Elementary Teachers in Learning about Scientific Inquiry  [PDF]
Loretta L. Jones,James R. MacArthur,Sevil Akaygün
CEPS Journal : Center for Educational Policy Studies Journal , 2011,
Abstract: Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science course preservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a sense of how inquiry learning takes place. At the same time, they learn science content necessary for teacher licensure. The course exposes students to different pathways of scientific discovery and to the use of the computer both as a tool for conducting inquiry-based investigations and as a means of collecting and sharing student opinions. The students involved have many misconceptions about science and it is often difficult for them to distinguish science from pseudoscience. Computer simulations are used to help students understand that difference. In addition, a classroom response system using “clickers” is used to poll studentopinions on controversial issues and to stimulate discussion.
Incorporating Active Learning and Student Inquiry into an Introductory Merchandising Class
Hyun-Hwa Lee,Jean D. Hines
Higher Education Studies , 2012, DOI: 10.5539/hes.v2n1p55
Abstract: Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the teacher. The students’ evaluations of the projects were very positive. In written evaluations of the class, many expressed liking the projects and described them as a very useful way to learn and understand the class topics and contents. These responses suggest that the active learning and student inquiry strategy was helpful to the students in understanding the content of the course. It is recommended that educators actively involve students in the learning process by developing projects that require student inquiry. Additional research to analyze the benefits and limitations of active learning and inquiry and to examine how institutions can support faculty to implement active learning should be conducted.
The Influence of RET’s on Elementary and Secondary Grade Teachers’ Views of Scientific Inquiry  [cached]
Sibel Bahbah,Barry W. Golden,Katrina Roseler,Patrick Enderle
International Education Studies , 2013, DOI: 10.5539/ies.v6n1p117
Abstract: This study explores in-service elementary and secondary science teachers’ conceptions of the Nature of Scientific Inquiry and the influence of participation in two different Research Experience for Teacher (RET) programs had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers’ answers were analyzed to determine the degree of sophistication of their understanding of five facets of scientific inquiry. Both elementary and secondary teacher participants showed improvement in their understanding of nature of scientific inquiry as a result of program participation, and both programs were successful in supporting the development of inquiry conceptions, although secondary science teachers started and finished the RET’s with a more sophisticated understandings of scientific inquiry. Areas of improvement for elementary teachers included the role of questions in science and the role subjectivity and creativity play in the processes of science, and for secondary teachers growth was seen in the role of questions, the relationship of data and evidence, the distinction of experiments and other means of investigations, and the varied methods of science. Implications of these results are discussed.
Teacher-centered and/or Student-centered Learning:English Language in Iran  [cached]
Mohammad Zohrabi,Mohammad Ali Torabi,Privash Baybourdiani
English Language and Literature Studies , 2012, DOI: 10.5539/ells.v2n3p18
Abstract: This paper reports on research findings on leaner-centered approach compared to teacher-centered approach in teaching English grammar as a foreign language in Iranian high school context. It shows the need for grammar instruction in English language classes when roughly all education efforts are bottom-up explicit approach. One could compare and contrast these two learning approaches and try to evaluate the effectiveness of them. To this end, a cohort of 60 male homogeneous students at a junior high school in Tabriz, Iran participated in this study. All participants were native speakers of Azerbaijani and Persian aged around 16. There were two classes, including 30 students in each group (class) who were assigned to the control and experimental group. The experimental group received a treatment in passive-active voice, followed by a grammar pre- and post-test. All the tests consisted of multiple-choice, cloze, and fill-in-blanks, which were administered to study the homogeneity in their grammar knowledge over one month, and the results were compared. Two groups were observed, namely the control group (group A) or teacher-centered and the experimental group (group B) or student-centered. This experimental study also comprised classroom observations and teacher interview. When the students are given the opportunity to merge input in what they learn and how they learn, academic achievements and comprehension occur. The results support the implementation of teacher-centered process for the purpose of developing grammar knowledge of Iranian EFL learners. English classes cannot fulfill the learners’ needs on communication. The findings suggest the need for explicit teaching of grammar rules and their use through communicative tasks.
Student Perceptions of Learner-Centered Teaching  [PDF]
DeDe Wohlfarth,Daniel Sheras,Jessica L. Bennett,Bethany Simon
InSight : A Journal of Scholarly Teaching , 2008,
Abstract: The learner-centered paradigm departs from traditional teaching models by focusing on students more than teachers and learning more than teaching. Thus, classes are more egalitarian; they emphasize critical thinking, active learning, and real-world assignments. Graduate students in learner-centered classrooms were surveyed about perceptions of their experiences in relation to the key dimensions of the learner-centered paradigm and noted that the approach contributed to their feeling respected as learners, developed their critical thinking skills, and encouraged their self-directedness. Based on these findings, post-secondary instructors are encouraged to experiment with learning-centered approaches to further explore this promising model.
Exploration on Student-Centered Fermentation Engineering Course by Problems Conducted Teaching  [PDF]
Lijun Ge, Zhenhong Zhu, Qin Yu, Haitong Wan
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.42012

Based on the feature of Fermentation Engineering Course, Study on student-centered classroom teaching by new teaching modes and methods to stimulate students’ learning motivation and develop students’ innovating ability. Combines problem based learning (PBL) with case based learning (CBS) teaching methods. In the process of teaching, guiding the students to think actively through questions, and participation in class discussion, courseware, simulation teaching, etc. and guiding students to analyze and solve problems, construction guide classroom teaching model. The resultsshow that the student’s initiative, enthusiasm and learning effectwereimproved obviously. And the way of teaching achieved good teaching results, which not only highlightedthe student-centered teaching philosophy, but also learnedthe advantages of a wide range of teaching methods.

Student-Centered Teaching Meets New Media: Concept and Case Study
Renate Motschnig-Pitrik,Andreas Holzinger
Educational Technology & Society , 2002,
Abstract: There exists empirical evidence proving that students who are given the freedom to explore areas based on their personal interests, and who are accompanied in their learning by a supportive, understanding facilitator, not only achieve superior academic results but also develop socially and grow personally. However, pure Student-Centered Teaching is more demanding in terms of communication, organization, as well as the provision of learning material. Thus, the basic idea underlying our paradigm is to combine Student-Centered Teaching with eLearning in order to exploit the advantages of the two approaches. We refer to this combined style as Student-Centered eLearning (SCeL). Strongly simplified, the computer takes over the task of providing information, while presence phases can be used for giving the content more meaning by means of transparent, open, respectful and empathic interactions within the group. Our case study indicates that Student-Centered eLearning has the potential of reducing the increased demands of Student-Centered Teaching in the long run, while fully retaining all its benefits, such as deeper learning processes, personal growth, social skills, and a higher degree of flexibility. Furthermore, the maturity for life-long learning is cultivated. In this paper we introduce our concept and derive first hypotheses on the conditions under which our paradigm appears most effective. While potential continuations of our studies are manifold, we intend to employ SCeL in the course of the new curriculum of the medical faculty of GrazUniversity where a Virtual Medical Campus (http://vmc.uni-graz.at) is currently being developed.
Investigation of Student-Centered Teaching Applications of Physics Student Teachers  [cached]
Ahmet Zeki SAKA
Eurasian Journal of Physics and Chemistry Education , 2011,
Abstract: The purpose of this study is to evaluate the effects of teaching materials in physics, based on Context-BasedInstruction, REACT [Relating, Experiencing, Applying, Cooperating, and Transferring] and Computer-AssistedTeaching methods, on the academic success, interests and attitudes of student teachers. This study wasconducted with 159 ninth and tenth graders in three different Anatolian high schools in Trabzon that were chosenas field sites in the Spring semester in the context of Faculty-School Partnership. The results of the pre-and posttestthat were applied to a single group were compared, and the effects of Computer-Assisted Teaching, REACTand Context-Based Instruction on the attitudes, interests and academic success of the students toward physicswere considered. Based on the findings, it was concluded that REACT, the Content-Based Approach, andComputer-Assisted Learning Method were effective in increasing the student success, interest and positiveattitude.
Analyzing and Comparing the Effects of two Teaching Methods, Student-Centered Versus Teacher-Centered, on the Learning of Biostatistics at SBMU  [cached]
Navideh Nasiri Oskouei,Farah Saemian
Journal of Paramedical Sciences , 2012,
Abstract: Because of its widespread needs in different scientific fields, Statistics and Probability theory have gained great importance and medical students as well as students of other medically related disciplines including nursing need to use them especially in their research projects in undergraduate, graduate and postgraduate schools. This article deals with the question of finding the most effective way of teaching the necessary statistical skills to these students so that they can acquire more statistical knowledge and develop better problem solving and decision making strategies. This semi-experimental study has been carried out to compare the effect of teacher-centered and student-centered methods on nursing students’ learning of Biostatistics. The sample includes all the undergraduates of nursing School at SBMU (2006-2007). The sampling method used is convenience and includes 118 subjects. The teaching method is the dependent variable and the amount of material absorbed by the students, their age, marital status, type of housing, average of high school diploma, the grade average of the previous semester, number of family members and their prior experience are the independent variables. The grades of the students in the final exam, was taken as measure of amount of material absorbed by the students. The analysis was carried out using SPSS16 and the statistical tests used were t-test, ANOVA, and correlation test. The data revealed that the average of the students receiving student-based instruction was higher than the other students. However, no statistically significant difference was observed between the control and the experimental group in terms of the amount of teaching material learnt. The data also indicate that marital status, employment status, type of housing and prior experience all have statistically significant effect on the final grade, but none of them along with the teaching method exhibits a significant interaction with the final grade. Also the amount of material learnt by each student is almost directly correlated with his/her average of the previous semester (rp=0.402, p<0.001) and inversely weakly correlated with his/her age (rs=-0.220, p=0.017). Thus one can conclude that student-centered instruction is as effective as the teacher-centered instruction and other factors besides the method of instruction have a significant impact on the student’s learning.
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