Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors

Sulaiman M. Al-Balushi*, Abdullah K. Ambusaidi, Khadija A. Al-Balushi, Fatema H. Al-Hajri, Mohammed S. Al-Sinani

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

15 اقتباسات (Scopus)

ملخص

The current study examined how in-service science teachers and their supervisors visualized student-centred and teacher-centred science classrooms. The grade levels covered in the study were grades 1–12. We used a modified Draw-A-Science-Teacher-Test Checklist (DASTT-C) tool. The findings revealed that both groups viewed science teaching in schools to be more teacher-centred. When asked to sketch a “student-centred classroom”, science supervisors were able to produce better drawings that reflected a student-centred teaching environment compared to science teachers. On the other hand, there was no significant difference in terms of science teachers’ gender, teaching experience and grade level.

اللغة الأصليةEnglish
رقم المقال103014
دوريةTeaching and Teacher Education
مستوى الصوت89
المعرِّفات الرقمية للأشياء
حالة النشرPublished - مارس 2020
منشور خارجيًانعم

ASJC Scopus subject areas

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