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).