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Effects of teacher-directed and student-centered instruction on science comprehension of eighth grade students.

机译：教师指导和以学生为中心的教学对八年级学生科学理解的影响。

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摘要

This action research compared two types of teaching methods on eighth graders' learning of physical science concepts. The research question explored differences between student-centered learning and teacher-directed learning. Participants were 41 eighth-grade science students and their teacher at a rural upper Midwest school. Twenty-one students were taught through student-centered active learning. A second section of 20 students worked using textbooks and teacher-directed instruction. Both sections of students studied a series of lessons on basic electricity concepts required by the State of Michigan. The students worked in small groups of two to four students in each section. The research used an identical pretest and posttest repeated measures design over a period of six weeks. Posttest scores were significantly higher than pretest scores for both sections of students. Results supported student-centered and teacher-directed learning as effective methods for students to gain science knowledge over a short time frame. Student-centered learning and teacher-directed learning were found to benefit students' understanding of science concepts. Confounding factors of teacher-directed learning practiced by a teacher who favors student-centered instruction are discussed. Future research includes a post-posttest of science comprehension for electricity concepts.
机译：这项行动研究比较了八年级学生学习物理概念的两种教学方法。该研究问题探讨了以学生为中心的学习与以教师为导向的学习之间的差异。参与者是41位八年级理科学生以及他们在中西部乡村一所乡村学校的老师。通过以学生为中心的主动学习对21名学生进行了授课。第二部分的20名学生使用课本和老师指导的课程进行工作。这两部分学生都学习了密歇根州要求的一系列基础电力概念课程。在每个部分中，学生们分成两到四个学生组成小组。该研究在六个星期内使用了相同的前测和后测重复测量设计。这两部分学生的测验后分数均明显高于测验前分数。结果支持以学生为中心和教师指导的学习，这是学生在短时间内获得科学知识的有效方法。发现以学生为中心的学习和以教师为导向的学习有助于学生对科学概念的理解。讨论了教师偏爱以学生为中心的教学所实行的教师指导学习的混杂因素。未来的研究包括对电力概念的科学理解后测。

著录项

  • 作者

    Jackson, Christopher.;

  • 作者单位

    Northern Michigan University.;

  • 授予单位 Northern Michigan University.;
  • 学科 Education Secondary.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 50 p.
  • 总页数 50
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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