Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study

Savelsbergh, E.R.; Prins, Gjalt T.; Rietbergen, Charlotte; Fechner, Sabine; Vaessen, Bram E.; Draijer, Jael Marjan; Bakker, Arthur

doi:10.1016/j.edurev.2016.07.003

Cited by 140 publications

(153 citation statements)

References 87 publications

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“…Collaborative and cooperative learning teaching approaches such as project-based work, discussion and peer feedback tend to enhance social interaction and make learners relate to one another more easily (Savelsbergh, Prins, Rietbergen et al, 2016). These teaching methods are appropriate for use, specifically in science-related subjects because learners could discuss abstracts concepts among themselves and as such get involved in increased ownership of the content to be learnt by sharing ideas.…”

Section: Teaching and Learning Methods Of Learner-centred Educationmentioning

confidence: 99%

“…Accordingly, Savelsbergh, Prins, Rietbergen, Fechner, Vaessen et al (2016) noted that many teaching approaches that foster positive attitudes toward science and mathematics have been proposed over the past decades. Consequently, in learner-centred education, methods of teaching must be matched to the objectives and intended tasks for efficiency and effectiveness.…”

Section: Teaching and Learning Methods Of Learner-centred Educationmentioning

confidence: 99%

“…Many teaching approaches have been attempted to improve learners' achievement especially in science-related subjects (Savelsbergh et al, 2016). For example, "problem-solving approach" strives to promote learners' active engagement in the learning process (Sikoyo, 2010) as well as demonstration and discussion teaching methods as used by Auwal (2013) to test students' retention of a specific science subject knowledge.…”

Section: Differences In Post-test Performance Of High School Learnersmentioning

confidence: 99%

See 2 more Smart Citations

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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This paper presents findings on a study that was conducted at two selected secondary schools in Ohangwena educational region in Namibia. The study used a quantitative approach to investigate if using learner-centred approach improves learners' understanding of acids and bases. With a sample of 80 grade 11 learners taking Physical Science Ordinary level, a quasi-experimental design was used to collect data from two schools for two weeks (one week at each school). The Pre-test, post-test scores from the control group consisting of 40 learners from school A and an experimental group of 40 learners from school B were used to establish the cause and effect relationship between the use of Learner-Centred Approach (LCA) and learners' understanding of acids and bases based on their performance in the tests were given. Descriptive statistics was used to analyse the quantitative data from the tests cores and a t-test analysis was conducted for both groups. The study results indicated that the experimental group performed better than the control group. It also emerged that using various learner-centred activities attracted learners' interests in learning and understanding acids and bases. It is therefore concluded that learner-centred approaches improved high school learners' understanding of the topic acids and bases. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based by using learner-centred approaches.

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Section: Teaching and Learning Methods Of Learner-centred Educationmentioning

confidence: 99%

Section: Teaching and Learning Methods Of Learner-centred Educationmentioning

confidence: 99%

Section: Differences In Post-test Performance Of High School Learnersmentioning

confidence: 99%

See 1 more Smart Citation

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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“…In this paper, we define search and research skills as a system of actions aimed at solving problem-based tasks and presented in the form of recommendations, prescriptions on using this or that mental operation (Savelsbergh et al, 2016). The development of search and research skills of would-be math teachers is understood as a process of a gradual delegation of an element of a given skill to a student to accomplish it independently without any side interventions.…”

Section: Discussionmentioning

confidence: 99%

Methodology for the Development of Search and Research Skills of Prospective Math Teachers in a Course on Mathematical Physics Equations

Sydykhov

Daiyrbekov²,

Muratbekova

et al. 2017

EURASIA J MATH SCI T

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This research proposes theoretical and methodological recommendations that would develop search and research skills applied by prospective math teachers while teaching a course on mathematical physics equations. The research findings include the firstever attempt to set up and solve the challenge of developing students' search and research skills when being taught a course on mathematical physics equations through a specially developed methodology. The authors propose a structural content model of search and research skills, and define the types of mathematical problems that facilitate the development of search and research skills used by prospective math teachers when teaching a course on mathematical physics equations.

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“…I am not sure if there is a causal relationship, but the term discovery then seems to have lost popularity. In a recent meta-analysis of innovative approaches to science and mathematics education, Savelsbergh et al (2016) found many experiments on inquiry-based and context-based approaches, but hardly any called discovery methods (see also Furtak et al 2012;Lee and Anderson 2013).…”

Section: The Elephant In the Roommentioning

confidence: 99%

Discovery learning: zombie, phoenix, or elephant?

Bakker

2018

Instr Sci

Self Cite

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Discovery learning continues to be a topic of heated debate. It has been called a zombie, and this special issue raises the question whether it may be a phoenix arising from the ashes to which the topic was burnt. However, in this commentary I propose it is more like an elephant-a huge topic approached by many people who address different aspects. What is needed in the discussion about discovery learning and related approaches, I argue, is sublation: the kind of lifting up from the one-dimensional discussion between two extremes (minimal guidance vs. instruction) that puts an end to the everlasting tug of war by integrating justified concerns from both opposite positions. I evaluate how the different contributions to the special issue help to sublate the discussion about discovery learning to a higher level. In particular, the case study presented by Trninic illustrates how strong guidance and repetition may be needed for the discovery of something that cannot be told. I further suggest scaffolding, inferentialism, and design research as potential theoretical and methodological ways forward.

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Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study

Cited by 140 publications

References 87 publications

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Methodology for the Development of Search and Research Skills of Prospective Math Teachers in a Course on Mathematical Physics Equations

Discovery learning: zombie, phoenix, or elephant?

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