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Student Centered Learning in Science Education

Student Centered Learning in Science Education. Introducing Student Centered Learning to Faculties in Turkey. Proposal. A pilot study will target faculty members in science education department to introduce and implement the student centered learning theory. Rationale.

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Student Centered Learning in Science Education

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  1. Student Centered Learning in Science Education Introducing Student Centered Learning to Faculties in Turkey

  2. Proposal • A pilot study will target faculty members in science education department to introduce and implement the student centered learning theory.

  3. Rationale • Creativity in building understanding and knowledge • Develop interest in science • Understanding of the theory and robust research’s results. • Movement from traditional teaching to constructivist teaching environment.

  4. Literature • Constructivism is a theory of learning which includes the major bodies of research on student misconceptions or alternative frameworks (Shymansky et al., 1993). • Common to constructivist teaching strategies is the belief that the student creates his/her own knowledge. This is not a controversial stance and most educators agree with this idea (Good et al., 1993). • The teacher does not assume the traditional role of being the expert, telling students what it is they need to know. Instead, the teacher acts as a guide or a facilitator (Shymansky, 1994). • Constructivist recognize the role of assimilation, accommodation and disequilibrium but place greater emphasis on the role of prior context-specific knowledge (Shymansky, Henriques, Chidsey, Dunkhase, Jorgensen, and Yore ,1993)

  5. Short Term Develop conceptual understanding Enhance interest in science Assessment/Evaluation of pilot study Integration of participants like science professors, undergraduate students, and designers Faculty appreciation of the new concept. Long term Changes in pre-service teacher education Nationwide movement from traditional to constructivist teaching for universities. Concerns

  6. Analysis of Proposal • Surveys/interviews of participants with regard to science, attitudes towards technology • CBAM, CREATER models • Cost analysis • Time frame • Educational grants • Long term discussions and research analysis with participants.

  7. Acquire • Collaborate between departments • Quality control • Alternative framework for participants. • Dissatisfaction with the system has been using. • More focus on learner.

  8. Wheel of Change (TRY) • Application to class lectures • Continual mentoring process • JIT (Just In Time) management of minor variations/concerns that arise

  9. Wheel of Change (TRY) continued.. • Collaboration between elementary school practice and pre-service teacher education in university. • Discussions on theory and research. • Link between US and Turkey.

  10. Evaluation • Formal evaluation at all stages to keep the wheel rolling – collect data of progress • Summative evaluation –(i) involves qualitative analysis by interviews testing changes in attitudes (ii) test conceptual understanding of subject by quantitative means

  11. Our Story • Disseminate the data and experience by publishing in journals targeting educators, administrators, and students. • Comprehensive application with other universities. • In-service teacher education.

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