A Review of Research That Found Teacher-Centred Pedagogy in a Non-Human Context Provided Optimal Learning

Autor/in	Rogers, Ben
Titel	A Review of Research That Found Teacher-Centred Pedagogy in a Non-Human Context Provided Optimal Learning
Quelle	In: Primary Science, (2021) 168, S.25-26 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Elementary School Science; Science Instruction; Evolution; Teaching Methods; Student Centered Learning; Conventional Instruction; Instructional Effectiveness; Foreign Countries; Animals; Course Content; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Ausland; Animal; Tier; Tiere; Kursprogramm
Abstract	In 2014, evolution through natural selection was introduced to the primary science National Curriculum in England for year 6 (ages 10-11). As teachers had little prior experience of teaching this concept, it provided a rare opportunity to study the effectiveness of different approaches. A study was developed to investigate the impact of teacher-centred versus pupil-centred approaches and the importance of using human-centred contexts (Buchan et al., 2020). The investigators used a randomised control trial (RCT) typically used for drug interaction trials. Four different sequences of lessons were developed and each one was allocated to a randomly selected group of teachers. All pupils were given a pre- and post-test to measure progress, which is regarded by some as the gold standard of research evidence. Ben Rogers reviews the findings of the research study that compared different teaching approaches and suggests implications for practice. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01