• Title, Summary, Keyword: Student-centered

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Understanding Student-Centered Teaching Practices in Elementary Mathematics Classrooms

  • Pang JeongSuk
    • Research in Mathematical Education
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    • v.9 no.1
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    • pp.47-58
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    • 2005
  • Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

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The Effects of Student-Centered Instructions on Students' Academic Achievement in Science and Their Attitudes Toward Science (학습자 중심 수업이 중학생들의 과학성취도와 과학에 대한 태도에 미치는 영향)

  • Chung, Young-Lan;Lee, Jung-Min
    • Journal of Science Education
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    • v.34 no.2
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    • pp.193-202
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    • 2010
  • This study investigated the impact of student-centered instructions on students' academic achievement in science and on their attitudes toward science. Participants included 208 middle school students. The pre- and post-test control group design was employed. The control group was designed to have traditional instructions while experimental group 1 was applied both student-centered instructions and traditional instructions, and experimental group 2 was applied student-centered instructions only. The chaper of "Stimulus and Response" was selected for this study, and students were treated for 15 hours. Data were analysed using ANOVA. Results indicated that student-centered instruction had a significant effect on students' academic achievement(p<.01). The improvement of achievement through student-centered lesson is neither depending on genders nor previous academic achievement levels. Student-centered instruction also had a significant effect on students' attitudes toward science(p< .01). Only half of the class if a student-centered lessons and improve attitudes toward science could be. The improvement of the attitudes toward science through student-centered instruction is not depending on genders. But, student-centered instruction was more effective on the average student and the lower level students than the upper level students.

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Development and Application of the Student-centered Elementary Science Textbook Model: Focusing on Earth Science (학생 활동 중심의 초등학교 과학 교과서 모형 개발 및 적용: '지구와 우주' 영역을 중심으로)

  • Chae, Dong-hyun;Lim, Sung-man;Lee, Hyo-nyong;Han, Je-jun;Lee, Sang-gyun;Kim, Eun-jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.1
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    • pp.15-26
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    • 2016
  • The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

Characteristics of Science Teachers for the Gifted: A Study of Metaphor about Teaching

  • Seo, Hae-Ae
    • Journal of The Korean Association For Science Education
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    • v.24 no.4
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    • pp.748-757
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    • 2004
  • When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

Evaluation Criteria for Student-Centered University Education Programs

  • Lim, Hong-Tak
    • International Journal of Contents
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    • v.14 no.3
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    • pp.69-74
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    • 2018
  • A new breed of universities equipped with student-centered education programs and advanced digital technologies is changing the face of higher education. "Flipped learning" is heralded as a new model of education, yet its effect is underexplored. The purpose of this study is to provide evaluation criteria to assess and understand the merit of student-centered education programs and apply them to actual cases. Discussion on the nature of knowledge, its production mechanism and system, and possible contribution of digital technology to user-centered programs are discussed to produce five key criteria; initiative of students, interaction in class, interaction in field, customization of courses, and automated personal service. They are applied to evaluation of Minerva and Ecole 42.

The effect of the student-centered instruction on English achievement and self-directed learning attitudes (학습자 중심 수업이 영어 학업 성취도와 자기 주도적 학습태도에 미치는 효과)

  • Song, Myeong-Seok
    • English Language & Literature Teaching
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    • v.7 no.1
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    • pp.89-112
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    • 2001
  • The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.

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Sociomathematical Norms of Elementary School Classrooms: Crossnational Perspectives between Korea and U .S. on Challenges of Reform in Mathematics Teaching (초등학교 수학교실의 사회수학적 규범: 수학 지도에서의 개혁상의 문제에 대한 한국과 미국의 관점 비교)

  • ;David Kirshner
    • Education of Primary School Mathematics
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    • v.3 no.1
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    • pp.1-36
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    • 1999
  • The case of four classrooms analyzed in this study point to many commonalities in the challenges of reforming mathematics teaching in Korea and the U. S. In both national contexts we have seen the need fur a clear distinction between implementing new student-centered social practices in the classroom, and providing significant new loaming opportunities for students. In particular, there is an important need to distinguish between attending to the social practices of the classroom and attending to students conceptual development within those social practices. In both countries, teachers in the less successful student-centered classes tended to abdicate responsibility fur sense making to the students. They were more inclined to attend to the literal statements of their students without analyzing their conceptual understanding (Episodes KA5 and UP 2). This is easy to do when the rhetoric of reform emphasizes student-centered social practices without sufficient attention to psychological correlates of those social practices. The more successful teachers tended to monitor the understanding of the students and to take proactive measures to ensure the development of that understanding (Episodes KO5 and UN3). This suggests the usefulness of constructivism as a model (or successful student-centered instruction. As Simon(1995) observed, constructivist teachers envision a hypothetical learning trajectory that constitutes their plan and expectation for students learning from the particular if the trajectory is being followed. If not, the teacher adjusts or supplements the task to obtain a more satisfactory result, or reconsider her or his assumptions concerning the hypothetical learning trajectory. In this way, the teacher acts proactively to try to ensure that students are progressing in their understanding in particular ways. Thus the more successful student-centered teacher of this study can be seen as constructivist in their orientation to student conceptual development, in comparison to the less successful student-centered teachers. It is encumbant on the authors of reform in Korea and the U. S. to make sure that reform is not trivialized, or evaluated only on the surface of classroom practices. The commonalities of the two reform endeavores suggest that Korea and the U. S. have much to share with each other in the challenges of reforming mathematics teaching for the new millennium.

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THE EFFECT OF CONCEPT MAPPING STRATEGIES ON THE ACHIEVEMENT AND ATTITUDE CHANGE IN SCIENCE LEARNING. (개념도 활용이 과학수업에 대한 태도와 학업성취도에 미치는 영향)

  • Lee, Jeong-Yi;Hur, Myung
    • Journal of The Korean Association For Science Education
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    • v.15 no.2
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    • pp.223-232
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    • 1995
  • The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

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The Effect of the Argumentation Lessons according to Interaction on High School Students' Academic Achievement (상호작용에 따른 논증수업이 고등학생들의 학업성취도에 미치는 영향)

  • Kim, Bumjoon;Kim, Hyoungbum;Cho, Jeungeun;Bae, Sunghee
    • Journal of the Korean Society of Earth Science Education
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    • v.8 no.3
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    • pp.309-317
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    • 2015
  • This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.

Successes and Difficulties in Transforming Elementary Mathematics Classrooms to Student-Centered Instruction (학생중심 초등수학 교실문화의 구현과 난제)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.45 no.4
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    • pp.459-479
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    • 2006
  • There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.

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