Student‐oriented versus Teacher‐centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

Sturm, Heike; Bogner, Franz X.

doi:10.1080/09500690701313995

Cited by 63 publications

(63 citation statements)

References 31 publications

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“…In addition to the retention-test timeframe effect and in contradiction of our fourth hypothesis, a change occurred in the PC consumption group between the T-2 and T-3 testing schedules under the implementation teacher-centered method G3 PC . When comparing teacher-centered approaches with student-centered learning at workstations, many authors have reported lower scores with regard to interest, enjoyment, usage, usability of the content and cognitive knowledge of teacher-centered approaches (Heyne & Bogner, 2012;Lord, 2001;Randler & Bogner, 2006;Sturm & Bogner, 2008). These results may have adversely affected follow-up measures in the self-esteem enhancement program.…”

Section: Teachers and External Experts Should Work Together In Drug Pmentioning

confidence: 74%

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Heyne

Franz²

2013

WJE

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Our study focused on an educational intervention designed to increase the self-esteem of low-achieving eighth graders. The intervention was a substance-specific life skills program built upon teacher-centered versus student-centered teaching methods. A cluster analysis identified four consumption groups prior to the intervention: A potentially curious cluster (PC), a currently curious cluster (CC), an experimenter cluster (EP) and a consumer cluster (CO). Self-esteem was measured three times in a pre-, post-and retention test design. The in terms of percentage biggest PC cluster only responded positively. A consistent increase was detected among both different teaching methods and both genders. Thus, self-esteem as an important psychological construct of physical well-being could be influenced positively by many students in the context of a substance-specific life skills program. Educational consequences to increase the efficiency of scholastic measures are discussed.

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Section: Teachers and External Experts Should Work Together In Drug Pmentioning

confidence: 74%

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Heyne

Franz²

2013

WJE

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“…Schaal and Bogner (2005) as well as Sturm and Bogner (2008) reported that high achiever revealed significantly higher knowledge in a teacher-centered approach compared to a student-centered approach. This as a result contributed to certain didactic methodical mistakes within the student-centered workstations.…”

Section: Low Achievers and Open Learning Environments Do Not Exclude mentioning

confidence: 99%

“…Before commencing, the students were given a solid introduction to the workbook program. Sturm and Bogner (2008) showed that this approach could enhance the cognitive outcome. At all workstations, the students had to read their work assignment together, complete the work by using the learning materials offered as well as to discuss and complete the respective tasks together in the workbook.…”

Section: Instruction 1 -Conventional Learning At Worktations (G1)mentioning

confidence: 99%

“…Open or situated learning environments provide situations favourable for constructivist approaches by opening teaching method, social form, learning atmosphere and material environment (Berck, 2001;Wallrabenstein, 2001). Synonyms of open learning environments would be student-oriented (Sturm & Bogner, 2008), student-centered (Cuban, 1983) and learner-centered (Schuh, 2004). Workstations generally constitute open…”

Section: Learning At Worktations Realizes Constructivist Open Learnimentioning

confidence: 99%

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Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

Heyne

2012

WJE

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Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching approach with both, a conventional learning at workstations and a traditional teacher-centered approach. Two types of students of lowest stratification level in German school system participated, the regular level (R) and the higher level ones (H). Thus, we compared students of two stratification sub-levels with regard to three teaching methods. Pre-, post-and retention tests were used to monitor knowledge achievement. The modified teaching approach achieved overall best results. R and H students reached similar levels of persistent knowledge in our specific approach. Thus, low achievers could reveal also high cognitive achievements in open learning environments. Consequences for school practice are discussed.

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“…Self-motivation again can be fostered by a feeling of competence, autonomy and relatedness (Deci & Ryan, 2000). Consequently, many studies have highlighted the benefits of student-centered instruction (e.g., Flick, 1993;Lord, 2001) and its positive influence on intrinsic motivation (Sturm & Bogner, 2008;Meissner & Bogner, 2012).…”

mentioning

confidence: 99%

How Science Classroom Teaching Styles May Influence Interest Scores of Different Boredom Types

Gerstner¹,

Bogner²

2017

WJER

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Student‐oriented versus Teacher‐centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

Cited by 63 publications

References 31 publications

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

How Science Classroom Teaching Styles May Influence Interest Scores of Different Boredom Types

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