Helping Students Get to Where Ideas Can Find Them

Duckworth, Eleanor

doi:10.1080/1547688x.2009.10399573

Cited by 28 publications

(20 citation statements)

References 5 publications

(4 reference statements)

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“…This happens because the teacher is still dominant in the learning process (Teacher centered), so students become less active in learning. This is in line with the results of research from Duckworth (2009), asserting that teacher-centered learning actually prevents student growth in education, whereas student-centered learning makes students actively learn and they have greater input than what they learn, how they learn it and when they learn it. This means that students take themselves and are directly involved in the learning process.…”

Section: Learning Process Conducted By Students and Teacherssupporting

confidence: 87%

SETS (Science Environment Technology and Society) Based Learning Implementation in Junior High School

Budi¹,

Sunarno²,

Sugiyarto³

2017

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Science, Environment, Technology and Society (SETS) based learning need to be developed in junior high school, because it can improve student's critical thinking skills. This study aimed to analyze the learning process in National Junior High School 2 of Jatisrono to implement SETS based learning. This study design was descriptive qualitative. Data were analyzed used Miiles&Huberman by observation, deepth interviews, and questionnaires. This study focused on the learning process, learning materials, as well as the results achieved by students cognitive abilities in the learning process. The results showed that the learning was done in National Junior High School 2 of Jatisrono not used SETS process-based learning. This is because teachers do not have a guide to innovate learning approaches, students are less interested in science learning and caused low cognitive abilities results.

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Section: Learning Process Conducted By Students and Teacherssupporting

confidence: 87%

SETS (Science Environment Technology and Society) Based Learning Implementation in Junior High School

Budi¹,

Sunarno²,

Sugiyarto³

2017

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“…Students have better performance when they are encouraged to think instead of doing the thinking for them. Teacher-centered instruction is said to prevent students' educational growth (DuckWorth, 2009). McCombs and Whistler (1997) suggest that learner-centeredness creates a learning environment that promotes the highest levels of motivation and achievement for all learners.…”

Section: Student-centered Instructionmentioning

confidence: 99%

“…Teacher-centered instruction is now admitted to lead to poor language performance. It is said to prevent students' educational growth (DuckWorth, 2009) because in teacher-centered classrooms teachers do most of the work and learners are always passive recipients of knowledge. This negative correlation between teacher-centered instruction and achievement was empirically documented (e.g., Geisli, 2009;Alrabai, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

Kassem¹

2018

ELT

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This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen’s affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.

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“…Its focus was on social constructivism which means how meaning, connections, and comprehensions are all influenced by social events. Duck Worth (2009) believes that students have better performance when they are asked to think about the matters instead of doing the thinking for them. In the other words, focus is on the learner's thoughts rather than on their (teachers) own.…”

Section: Student-centered Learningmentioning

confidence: 99%

Teacher-centered and/or Student-centered Learning:English Language in Iran

Zohrabi¹,

Torabi²,

Baybourdiani³

2012

ELLS

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This paper reports on research findings on leaner-centered approach compared to teacher-centered approach in teaching English grammar as a foreign language in Iranian high school context. It shows the need for grammar instruction in English language classes when roughly all education efforts are bottom-up explicit approach. One could compare and contrast these two learning approaches and try to evaluate the effectiveness of them. To this end, a cohort of 60 male homogeneous students at a junior high school in Tabriz, Iran participated in this study. All participants were native speakers of Azerbaijani and Persian aged around 16. There were two classes, including 30 students in each group (class) who were assigned to the control and experimental group. The experimental group received a treatment in passive-active voice, followed by a grammar pre-and post-test. All the tests consisted of multiple-choice, cloze, and fill-in-blanks, which were administered to study the homogeneity in their grammar knowledge over one month, and the results were compared. Two groups were observed, namely the control group (group A) or teacher-centered and the experimental group (group B) or student-centered. This experimental study also comprised classroom observations and teacher interview. When the students are given the opportunity to merge input in what they learn and how they learn, academic achievements and comprehension occur. The results support the implementation of teacher-centered process for the purpose of developing grammar knowledge of Iranian EFL learners. English classes cannot fulfill the learners' needs on communication. The findings suggest the need for explicit teaching of grammar rules and their use through communicative tasks.

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Helping Students Get to Where Ideas Can Find Them

Cited by 28 publications

References 5 publications

SETS (Science Environment Technology and Society) Based Learning Implementation in Junior High School

SETS (Science Environment Technology and Society) Based Learning Implementation in Junior High School

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

Teacher-centered and/or Student-centered Learning:English Language in Iran

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