The Efficacy of Student-Centered Instruction in Supporting Science Learning

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered an...

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Bibliographic Details
Published in:Science (American Association for the Advancement of Science) 2012-10, Vol.338 (6103), p.105-108
Main Authors: Granger, E. M., Bevis, T. H., Saka, Y., Southerland, S. A., Sampson, V., Tate, R. L.
Format: Article
Language:English
Subjects:
Astronomy
Biological and medical sciences
Classrooms
Control groups
Educational Measurement
Educational psychology
Educational research
Effectiveness
Elementary school students
Excitation
Fundamental and applied biological sciences. Psychology
Humans
Learning
Lectures
Models, Educational
Outcomes of education
Posttests
Pretests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Pupil and student. Academic achievement and failure
Science - education
Science learning
Self Efficacy
Student participation
Students
Teacher Characteristics
Teachers
Teaching
Teaching Materials
Teaching methods
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Summary:Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.
ISSN:0036-8075
1095-9203
DOI:10.1126/science.1223709