Teacher Centered Vs. Student Centered

Effective Science teaching at the secondary level demands a shift from a teacher-centered approach to a student-centered approach.

The statement 'a teacher's skill is lost in the students lack thereof' comes to mind. Let's look at some of the characteristics of the different approaches.

Teacher Centered Approach:

1-Knowledge is transmitted from professor to students
2-Students passively receive information 

3-Professor’s role is to be primary information giver and primary evaluator.

4-Emphasis is on right answers 

5-Only students are viewed as learners. 

Learner/Student-Centered Approach:
1-Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking etc.
2-Students are actively involved.

3-Professor’s role is to coach and facilitate. Professor and students evaluate learning together.
4-Emphasis is on generating better questions and learning from errors.
5- Professor and students learn together

Students tend not to learn if their learning needs are not met. If the lesson does not appeal to the student then most likely that student will not be paying any attention. That student would probably just be able to recall information but cannot solve basic problems for themselves. A student centered approach is needed because the more a student's input is involved in discovering the answers to a solutions, the better that student becomes at problem solving. Student centered approach allows students and teachers to come up with more than one solution to solve a problem. Students and teachers can both discover how solutions can be interrelated. In a teacher centered approach, there is a set method of doing things and that method is however the teacher taught the students to work. Student centered approach gives a more hands on way to learning and students and teachers can get a better look at how different topics relate to life.

Refereneceshttp://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf

http://www.usciences.edu/teaching/Learner-Centered/

Teacher-centered vs Student-centered Approach

A teacher-centered approach to teaching is a traditional teaching technique which involves the teacher transmitting his/her knowledge to a group of passive students.  This approach is characterized by a low level of student input, little interaction between students and the unquestioned authority of the teacher.  A student centered approach, on the other hand, promotes a high level of student engagement, interaction between students and independent learning. Evans, M.,(2012).  Instructors also saw their students as having a low level of self- determination, which they attributed to immaturity and preoccupation with personal issues. However, many commentators claim that implementing a student-centered approach will foster positive associations with learning and increased academic performance.  Retrieved on (10/18/2012).  From htpp://www.ehow.com/facts_7425800_teacher….  Reference of this can be comparable to teaching sciences which requires the use of hands on learning, due to the experiments used to facilitate understanding of the material, these activities tend to lean towards been more suitable driven as a student-centered learning environment.

To effectively impart scientific applications to students, a shift must be made from the regular teacher to student sessions, to a more modern twist of encouraging students to input their part in facilitating learning. With this, the student-centered teaching approach can help students to develop positive school experiences, such as: being motivated in school, feeling competent in their abilities, and feeling a sense of connection to teachers and peers.  Using technology as a form of constructivist, student-centered teaching method was the focus of a large-scale study by Means and Olson (1995). In their study, technology (mainly computers) was used to enhance a restructuring of the classroom around elementary school students’ needs and project-based activities. The effects of technology use included enhanced student work, increase in student motivation and self-esteem, and changes in student and teacher roles.

To prove its effectiveness a student-centered teaching approach was implemented by Akers (1999) to teach two (2) high school biology classes. The student-centered activities involved in this study included “hands-on” team projects, the teacher assuming a facilitator role, and the participating students taking ownership and responsibility for their own learning.

Research methods used in the study included interviews, classroom observations and

teacher’s written reports.  In another study, the student-centered teaching approach was utilized to teaching physics to11th-grade students (Wilkinson, Treagust, Leggett & Glasson, 1988). In the
study, students took responsibilities for their own learning; activity sheets were used for
students to relate new experiences to prior knowledge; activity sheets and note guides
were used to engage students in activities constructing their own learning; syllabus and
assessment structure were used to control the time that students spent on each topic. The
researchers found that the learning environment promoted students’ self-esteem. But the researcher reported that various factors (e.g.: disciplinary problems, state standards of learning, multiple repeaters, scheduling and administrative pressure) stopped the student-centered teaching project. Since each attempts can be proven through trial and error. Cited from: Din F.S., & Wheatley F.W., (2007). National Forum of Teacher Education Journal. 12. 3.p4.

 

            Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills. Methods used to determine this includes active learning, cooperative learning and inductive teaching and learning, in which students are first presented with challenges (questions and problems) and learn the course material in the context of addressing the challenges.  Felder, R. M., and Brent R., (2009). “Active Learning: An Introduction.” ASQ Higher Education Brief, 2(4).

 

SC 201: Secondary Science and Technology Teaching 1: Effective Science teaching at the secondary level ...

SC 201: Secondary Science and Technology Teaching 1: Effective Science teaching at the secondary level ...: Science Assignment
Naketa Walker-Phoenix
Due: 18th October, 2012

Critically discuss the following statement; Effective Science teaching at the secondary level demands a shift from a teacher centred approach to a student centred approached.

Traditional science teaching relied heavily on lectures, reading, and teacherled
demonstrations. An alternative approach, which has been influential in
education circles in Canada, originated largely from the philosophical writing of
J.J. Rousseau (1712-1778). In his book “Emile” (1762)2, concerning the education
of an imaginary student, Rousseau proposed that children should not be taught
directly but should be allowed to discover things for themselves, especially
through play, and that learning how to learn was of much greater importance than
teaching factual information. To have an effective science teaching at the secondary school level with a shift from teacher centred approached to a student centred approach; we first have to assess our students and their learning environment. In our education system we are expected to prepare lessons and our students are expected to understand clearly. Teachers using the standardized strategies and the old pen/ paper to evaluate them because each child learns differently; some are visual/spiral learners (learning through seeing), while others are verbal (learning through seeing) or kinesthesis (learning through moving, doing and touching). The scientific attitudes such as the use of observation which includes the use of our five (5) senses; hearing, seeing, smelling, tasting and touching play a major role in this. These learning style determines how an individual/ students perceives, interact, with and responds emotionally to their learning environment and affects their ability to learn effectively from different methods and media. In order to know the students’ true potential, the learning environment must be created to help them develop understanding and also help them to extend and apply knowledge. This will motivate and focus students’ learning on what is expected of them. It is also provides students with the opportunity for regular feedbacks on their progress, share and discuss their ideas. The standardized test evaluation is important but the constructioning of models, projects, the use of technology such as projectors, television, diagrams, charts, the use of blog, Facebook, research and web quest allows student centred approach to surface and help in making teaching science more effective.

Effective Science teaching at the secondary level demands a shift from a teacher-centered approach to a student-centered approach.

The teaching of Science requires the instructor to plan with the student in mind: the ability of the student, the pupil’s learning styles and his behaviour towards school on a whole.  To this end, planning of lesson should be centered on the needs of the students.

A teacher using a student center approach, allows the child to develop in many ways. In allowing the child to: develop personally where the pupil would able to make wise decisions in life because they have the ability to think critically, be model citizen to society in such a way; they will consider the environment in reducing pollution in remembering the importance it has to humans and in preparation for careers.

Notwithstanding the fact a teacher centered approach can be used at times.  In getting important facts, figures and formulas relevant to a topic, teachers can use this method to get lessons across.  Here the teacher can control the flow of knowledge and access to information.

However, science should arouse the curiosity in students and using the teacher centered approach would not assist in getting that accomplished. Di Napoli R (2004) discusses the importance of having a student centered classroom he said “Personalized/individualized responses are encouraged. This helps to foster creativity in students.” Pupils working with teachers to select learning goals and objectives based on authentic problems and students' prior knowledge, interests and experience would let the child feel like he’s a part of everything that is happening.  

Reference

 

Di Napoli, ,. R. (2004). What is Student-centred Learning? London: EIC.

Essay

Children are naturally curious is a statement found in Methods for Teaching Science as Inquiry. We know that this is true and therefore our teaching practices should be a reflection of this statement. The approach which addresses student centeredness is Constructive Learning. In this mode, students take information from many sources, including personal discoveries and acquisition from teachers, books, videos, and other resources (Bass, Contant and Carin, 2009, p. 4). In the teacher centered approach,  Behaviourist learning is used. This is where there are specific behaviours that a teacher expects the students to display as a result of instruction. A shift can be made from teacher-centered to student-centered.  However, a balanced approach where both concepts are used, would truly make science teaching effective. The student-centered approach requires a lot of time for preparation and implementation. The teacher-centered approach requires preparation as well but does not have manipulatives to consider and to make decisions about before the class period.  For the purposes of exams, sometimes the teacher-centered approach is the better way to go because exam questions tend to be convergent. This means that there is a specific answer to the question. Also, teacher-centeredness provides the opportunity to cover more material. The knowledge and skills needed to respond to the questions would be achieved in the teacher-centered classroom. On the other hand, student-centeredness results in students being able to explore possibilities and attempting to find logical reasons for their answers. The investigative side of science is not always addressed in exams which could leave students at a disadvantage. We teach bearing in mind that our students will have go into the world, being scientifically capable. They need to develop higher order thinking skills. Focusing on the student and their needs greatly aids in this goal. While it is true that the traditional approach may not seem applicable in today’s advanced world, it has some benefits and we cannot discard it.

Effective science teaching at secondary level demands a shift from a teacher- centered approach to a student-centered approach.

Evaluation of if a specific way of teaching is effective can be done based on how well the class comprehend or learn what is taught. According to Driscoll, 2000, Learning is defined as a change in an individual caused by experience (Slavin, 2006). This implies that for learning to take place it requires more than just being fed information. There are two main approaches to teaching; teacher-centered and student-centered, both of which consists of pros and cons that will be further discussed.

 A teacher-centered approach is one that maximizes delivery of information and control of the class while minimizing their time and effort and usually takes the form of note-taking/lecturing. The advantage to this approach is that, it allows for a large amount of information to be shared in a short period of time; the teacher has control over the organization, pacing and content of the class; it accommodates large number of students and allows for quick and easy assessment methods. The disadvantage of this approach is that, knowledge is controlled by the teacher; mainly one-way communication; does not encourage critical thinking; promotes passive learning and it’s not an optimal way of learning for many students.

A student centered approach is an approach to education that focuses on the needs of the students. It requires active participation from teacher and students where much responsibility for learning is placed on the student. This interactive approach is utilized in an effort to be responsive to a variety of learning styles. The advantage to this approach is that, it engages students in the learning process; encourages student ownership of knowledge; provides real life connection; promotes active learning and fosters critical thinking; addresses multiple learning styles and allows for varied assessment strategies. The disadvantage to this approach is that, it is more difficult to implement with large classes, can be more time consuming than lecturing, not really effective in all subject areas and students may resist new approaches.

 A subject like science includes topics that are closely related to everyday living and life around us in general. Upon entering this field of study, it is important for students to develop wholesomely where scientific knowledge is not only known by the student but understood in ways that allow them to be able to make connections to other things rather than placing the subject in a box by itself. Also, implementing positive attitudes and a number of skills that are needed to function well as a science student should be considered when choosing a teaching method. In comparing the two approaches of teaching based on their advantages and disadvantages, I found the student-centered approach to be the most suitable in effectively teaching science.

Science should be a subject that encourages students to be creative, observant, persistent, critical thinkers, curious and so forth. In a setting that is teacher-centered, these attitudes are not cultivated within students since they would have little or no involvement in their learning process. A student centered approach allows a student to be directly involved in their learning. This method of teaching stimulates positive working attitudes that would be required to exercise from actives given, requiring students participation in lessons. Student-centered teaching also diverts from the traditional, boring way of teaching that most times loses the students interest. Being directly involved in the learning process causes students to build upon personal experiences that help them to learn and understand science. Effective science teaching does not cause the student to just know the information handed to them but along with gaining the knowledge, the subject should be taught in a way that allows them to develop attitudes and skills that are needed to function as science students. Shifting from a teacher-centered approach to a student-centered approach, supports this kind of development.

Sites: http://cetl.ucdavis.edu/wp-content/uploads/2010/10/Teaching-Philosophies.pdf

http://www.sc.edu/cte/guide/teachingstyles/index.shtml#teacher-centered

Effective Science teaching at the secondary level demands a shift from a teacher-centered approach to a student-centered approach.

Each participant is required to post an individual response as well as comments to the responses of at least two of your colleagues.