Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors

Al‐Balushi, Sulaiman M.; Ambusaidi, Abdullah; Al-Balushi, Khadija; Al-Hajri, Fatema H.; Al-Sinani, Mohammed S.

doi:10.1016/j.tate.2019.103014

Cited by 23 publications

(19 citation statements)

References 24 publications

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“…More specifically, in our sample, females tend to perceive a lack of support from teachers more than males, confirming that females report greater psychological difficulties in dealing with the impact of lockdown and distance learning [ 14 ]. Therefore, it is important to also provide adequate support for teachers in order to help them manage the difficulties of their students and create a student-centered learning environment in contrast to a teacher-centered approach [ 23 , 24 ].…”

Section: Discussionmentioning

confidence: 99%

Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

Commodari

Rosa

2021

EJIHPE

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Background: This study aimed to analyze the experiences related to distance learning in a large sample of students in upper secondary school during the first wave of the COVID-19 pandemic in Italy and to explore the potentialities of distance learning for students’ well-being. Methods: Between 22 April and 1 May 2020, 1017 students completed an online survey about the characteristics of online didactic, the availability of devices for distance learning, and the psychological experiences related to e-learning. Results: All Italian schools have adopted distance learning, even if each teacher employs different approaches to e-learning. Students are aware of the importance of distance learning for the containment of the pandemic and of the need to continue with online teaching to avoid the resumption of the infections. However, distance learning is associated with a significant increase in student workload and a consequent psychological distress related to homework. Specifically, students are more distracted in studying, have difficulty organizing study and are concerned that their school career may be adversely affected by the lockdown. Furthermore, a significant percentage does not perceive adequate support from teachers. Conclusions: Future studies will have to explore the impact of distance learning even in the subsequent waves of contagion, taking into account the persistence of the stress from the pandemic.

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Section: Discussionmentioning

confidence: 99%

Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

Commodari

Rosa

2021

EJIHPE

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“…Previous research has shown that student anxiety decreases during active-learning activities and when multiple ways of learning opportunities are provided [47]. The situation of lockdown experienced between March and May 2020 might therefore have favoured a more student-centred approach [48] in contrast to a teacher-centred approach [49,50]. As anticipated in the introduction, to cope with distance learning difficulties, teachers need to increase their interaction with students that promote the transition from synchronous to asynchronous learning, helping students to increase collaboration (even if virtually) and critical thinking.…”

Section: Discussionmentioning

confidence: 99%

Distance Learning in the COVID-19 Era: Perceptions in Southern Italy

et al. 2020

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The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19. On 9 March 2020, to stop the spread of COVID-19 cases, the Italian government declared a health emergency, forcing all citizens to go into lockdown. Suddenly, schools were constrained to using distance learning strategies with little or limited experience on the topic. Particularly, in the southern regions of Italy, approximately 20% of the students did not have access to any devices and were excluded from learning, producing a direct risk of increased adolescent delinquency. This research team intended to report the results of an observational study that focused on the perceptions of distance learning in adolescents from secondary school in Naples (Italy) between April and May 2020. The questionnaire comprised 11 questions focused on the perceptions of distance learning in comparison to live classrooms, relationships with peers and teachers, and levels of anxiety. The study is amongst the first to report the effect of the pandemic from a student-centred perspective and hopes to produce information to develop future research on asynchronous learning.

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“…We also investigated what the participants imagined their future learning environments in their biology lessons would look like by having them draw a visual representation thereof as well as write answers to prompts asking what roles the teachers and students play. These drawings function as windows providing insight into the beliefs they hold regarding teaching and learning (Al-Balushi et al, 2020;Thomas et al, 2001). In the present study, we view teacher-centered drawings as a representation of transmissive beliefs and student-centered drawings as a representation of constructivist beliefs.…”

Section: Research Questionsmentioning

confidence: 99%

When Prospective Biology Teachers Visualize their Beliefs about Teaching and Learning by Drawing it, is it more than a Reproduction of their Experienced School Lessons?

Schumacher¹,

Wilde²

2021

EUROPEAN J ED RES

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<p style="text-align:justify">Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school might be linked to the imagined biology lessons of prospective teachers. We interpret these future lessons as a representation of their beliefs about teaching and learning. The present study investigated how prospective teachers remembered their previous biology lessons as well as how they imagine the lessons they will conduct in the future. The drawings of 181 prospective biology teachers in Germany (Mage = 22.1; SD = 3.6; 64.1 % female) were analyzed using the Draw-a-Science-Teacher-Test Checklist (DASTT-C). Results of the study indicate that the lessons they experienced were mainly teacher-centered, whereas the lessons they imagined were mainly student-centered. Results of a chi-square-test indicate that there is no connection between these two drawings of biology lessons. This suggests that experiences from one’s own schooling may have no connection with the way prospective teachers would like to teach in the future. The results of this study might be used as a basis for further studies examining the development of prospective biology teachers’ beliefs about teaching and learning.</p>

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Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors

Cited by 23 publications

References 24 publications

Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

Distance Learning in the COVID-19 Era: Perceptions in Southern Italy

When Prospective Biology Teachers Visualize their Beliefs about Teaching and Learning by Drawing it, is it more than a Reproduction of their Experienced School Lessons?

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