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STUDENT-CENTERED APPROACH FOR BEFITTINGLY TEACHING SCIENCE CONCEPTS AT ELEMENTARY LEVEL
Corresponding Author(s) : Malik Amer Atta
Humanities & Social Sciences Reviews,
Vol. 9 No. 4 (2021): July
Abstract
Purpose of the study: The main purpose of the study is to find out the “use of student-centred approach of teaching science on the performance of students performance at elementary levelâ€.
Methodology: Quasi-experimental research was used in this study. Pre-test and post-test were used to collect the data and analyses were done through SPSS. Three classes; grades 6th, 7th, and 8th were chosen as a sample of the study.
Main Findings: Findings of the research study revealed that the students belonging to lower grade levels responded more positively to the student-centred methods as compared to the students belonging to higher grade levels.
Applications of this study: This study is applicable in the elementary level of education in Khyber Pakhtunkhwa. Policymakers and government officials can take guidance to improve the situations of elementary schools.
Novelty/Originality of this study: This study was originated to determine the effectiveness of a Student-centered learning slant, especially for teaching science at the elementary level. It was also attempted to know whether or not the effectiveness of the Student-centered approach alters at different grade levels of students.
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- Abed, O. H. (2016). Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning. International Education Studies, 9(10), 163-173. https://doi.org/10.5539/ies.v9n10p163 DOI: https://doi.org/10.5539/ies.v9n10p163
- Alwahaibi, S. M. M., Lashari, S. A., Saoula, O., Lashari, T. A., Benlahcene, A., & Lubana, A. (2019). Determining Students’ Intention: The Role of Students’ Attitude and Science Curriculum. Journal of Turkish Science Education, 16(3), 314-324,
- Aslan E. H. (2017). The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills. Asia-Pacific Forum on Science Learning and Teaching, 18(1).
- Brooks, J. G., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
- Gurganious, N. (2017).The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science. ProQuest LLC, Ph.D. Dissertation, Walden University. Retrieved from: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
- Howe, K., & Berv, J. (2000). Constructing constructivism, epistemological and pedagogical. In D. C. Philips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues (pp. 19-40): Chicago: The National Society for the study of Education. https://www.tcrecord.org/Content.asp?ContentId=18697
- Idin, S., & Dönmez, I. (2017). The Views of Turkish Science Teachers about Gender Equity within Science Education. Science Education International, 28(2), 119-127. https://doi.org/10.33828/sei.v28.i2.4 DOI: https://doi.org/10.33828/sei.v28.i2.4
- Johnson, C. C., Bolshakova, V. L. J., & Waldron, T. (2016). When Good Intentions and Reality Meet: Large-Scale Reform of Science Teaching in Urban Schools with Predominantly Latino ELL Students. Urban Education, 51(5), 476-513. https://doi.org/10.1177/0042085914543114 DOI: https://doi.org/10.1177/0042085914543114
- Karacop, A. (2017). The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices. Universal Journal of Educational Research, 5(3), 420-434. https://doi.org/10.13189/ujer.2017.050314 DOI: https://doi.org/10.13189/ujer.2017.050314
- Kulieva, O. N. (2018). Implementing the learner-centered approach in teaching foreign languages. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Kulieva%2C+O.+N.+%282018%29.+Implementing+the+learner-centered+approach+in+teaching+foreign+languages&btnG
- Montrezor, L. H. (2016). Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies. Advances in Physiology Education, 40(4), 454-457. https://doi.org/10.1152/advan.00022.2016 DOI: https://doi.org/10.1152/advan.00022.2016
- Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2). 187-201. https://doi.org/10.21659/rupkatha.v8n2.02 DOI: https://doi.org/10.21659/rupkatha.v8n2.02
- Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19. DOI: https://doi.org/10.21659/rupkatha.v8n2.02
- Ogonnaya, U. P., Okafor, G., Abonyi, O. S., & Ugama, J. O. (2016). Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science. Journal of Education and Practice, 7(8), 79-84.
- Ohle, A., Boone, W. J., & Fischer, H. E. (2015). Investigating the Impact of Teachers' Physics CK on Students Outcomes. International Journal of Science and Mathematics Education, 13(6), 1211-1233. https://doi.org/10.1007/s10763-014-9547-8 DOI: https://doi.org/10.1007/s10763-014-9547-8
- Ozfidan, B. (2017). Right of Knowing and Using Mother Tongue: A Mixed Method Study. English Language Teaching, 10(12), 15-23. https://doi.org/10.5539/elt.v10n12p15 DOI: https://doi.org/10.5539/elt.v10n12p15
- Poggi, V., Miceli, C., & Testa, I. (2017). Teaching Energy Using an Integrated Science Approach. Physics Education, 52(1). https://doi.org/10.1088/1361-6552/52/1/015018 DOI: https://doi.org/10.1088/1361-6552/52/1/015018
- Sukardiyono, Rosana, D., & Dwandaru, W. S. B. (2019). Measuring Junior High School Students’ Science Learning and Science Process Skills through an Integrated Science Instructional Assessment. Journal of Turkish Science Education, 16(4), 467-477. https://doi.org/10.36681/tused.2020.1 DOI: https://doi.org/10.36681/tused.2020.1
- Taylor, J. C., Tseng, C., Murillo, A., Therrien, W., & Hand, B. (2018). Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms. Journal of Science Education for Students with Disabilities, 21(1), 1-14. https://doi.org/10.14448/jsesd.10.0001 DOI: https://doi.org/10.14448/jsesd.10.0001
References
Abed, O. H. (2016). Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning. International Education Studies, 9(10), 163-173. https://doi.org/10.5539/ies.v9n10p163 DOI: https://doi.org/10.5539/ies.v9n10p163
Alwahaibi, S. M. M., Lashari, S. A., Saoula, O., Lashari, T. A., Benlahcene, A., & Lubana, A. (2019). Determining Students’ Intention: The Role of Students’ Attitude and Science Curriculum. Journal of Turkish Science Education, 16(3), 314-324,
Aslan E. H. (2017). The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills. Asia-Pacific Forum on Science Learning and Teaching, 18(1).
Brooks, J. G., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Gurganious, N. (2017).The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science. ProQuest LLC, Ph.D. Dissertation, Walden University. Retrieved from: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Howe, K., & Berv, J. (2000). Constructing constructivism, epistemological and pedagogical. In D. C. Philips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues (pp. 19-40): Chicago: The National Society for the study of Education. https://www.tcrecord.org/Content.asp?ContentId=18697
Idin, S., & Dönmez, I. (2017). The Views of Turkish Science Teachers about Gender Equity within Science Education. Science Education International, 28(2), 119-127. https://doi.org/10.33828/sei.v28.i2.4 DOI: https://doi.org/10.33828/sei.v28.i2.4
Johnson, C. C., Bolshakova, V. L. J., & Waldron, T. (2016). When Good Intentions and Reality Meet: Large-Scale Reform of Science Teaching in Urban Schools with Predominantly Latino ELL Students. Urban Education, 51(5), 476-513. https://doi.org/10.1177/0042085914543114 DOI: https://doi.org/10.1177/0042085914543114
Karacop, A. (2017). The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices. Universal Journal of Educational Research, 5(3), 420-434. https://doi.org/10.13189/ujer.2017.050314 DOI: https://doi.org/10.13189/ujer.2017.050314
Kulieva, O. N. (2018). Implementing the learner-centered approach in teaching foreign languages. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Kulieva%2C+O.+N.+%282018%29.+Implementing+the+learner-centered+approach+in+teaching+foreign+languages&btnG
Montrezor, L. H. (2016). Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies. Advances in Physiology Education, 40(4), 454-457. https://doi.org/10.1152/advan.00022.2016 DOI: https://doi.org/10.1152/advan.00022.2016
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2). 187-201. https://doi.org/10.21659/rupkatha.v8n2.02 DOI: https://doi.org/10.21659/rupkatha.v8n2.02
Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19. DOI: https://doi.org/10.21659/rupkatha.v8n2.02
Ogonnaya, U. P., Okafor, G., Abonyi, O. S., & Ugama, J. O. (2016). Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science. Journal of Education and Practice, 7(8), 79-84.
Ohle, A., Boone, W. J., & Fischer, H. E. (2015). Investigating the Impact of Teachers' Physics CK on Students Outcomes. International Journal of Science and Mathematics Education, 13(6), 1211-1233. https://doi.org/10.1007/s10763-014-9547-8 DOI: https://doi.org/10.1007/s10763-014-9547-8
Ozfidan, B. (2017). Right of Knowing and Using Mother Tongue: A Mixed Method Study. English Language Teaching, 10(12), 15-23. https://doi.org/10.5539/elt.v10n12p15 DOI: https://doi.org/10.5539/elt.v10n12p15
Poggi, V., Miceli, C., & Testa, I. (2017). Teaching Energy Using an Integrated Science Approach. Physics Education, 52(1). https://doi.org/10.1088/1361-6552/52/1/015018 DOI: https://doi.org/10.1088/1361-6552/52/1/015018
Sukardiyono, Rosana, D., & Dwandaru, W. S. B. (2019). Measuring Junior High School Students’ Science Learning and Science Process Skills through an Integrated Science Instructional Assessment. Journal of Turkish Science Education, 16(4), 467-477. https://doi.org/10.36681/tused.2020.1 DOI: https://doi.org/10.36681/tused.2020.1
Taylor, J. C., Tseng, C., Murillo, A., Therrien, W., & Hand, B. (2018). Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms. Journal of Science Education for Students with Disabilities, 21(1), 1-14. https://doi.org/10.14448/jsesd.10.0001 DOI: https://doi.org/10.14448/jsesd.10.0001