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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)

Abstract

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.

Original languageEnglish
Article number103014
JournalTeaching and Teacher Education
Volume89
DOIs
Publication statusPublished - Mar 2020
Externally publishedYes

Keywords

  • Science supervisors
  • Science teachers
  • Student-centred environment
  • Teacher-centred environment
  • Teachers’ beliefs

ASJC Scopus subject areas

  • Education

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