Student-Centered Learning Methods vs. Teacher-Centered Learning Methods

1198 WordsOct 12, 20125 Pages
Student-Centered Learning Methods vs. Teacher-Centered Learning Methods Abstract The different types of student-centered learning methods are described and compared to teacher-centered approaches. Different studies were researched with mixed results. Student-centered methods, when applied to secondary education students and above, provide social and emotional value to the students and improve reasoning and creative ability. Teacher-centered methods work best in the primary grades and with students faced with low SES. Student-Centered Learning Methods vs. Teacher-Centered Learning Methods All educators in America would agree with what is considered to be the most…show more content…
The categories are: active, cooperative and inductive. In active learning students solve problems, answer questions, formulate their own questions and brainstorm to acquire knowledge. Cooperative learning involves students working in teams on problems or projects and creates interdependence and individual accountability. Inductive methods begin when the teacher presents students with a specific challenge to solve. Different forms of inductive teaching include: inquiry method, case-based, problem-based, project-based, discovery and just in time teaching (Prince & Felder 14-20). Results Studies conducted on each method, in order to find out if there are any significant differences in achievement between one, and or the other, have proved to be a mixed bag of results and thus have clouded the picture further. The results reported by Prince and Felder show the inductive learning methods they discussed were more effective in science, medical and other health related fields. Specifically in college level courses (14-20). A similar study reported by W.J. McKeachie at the University of Michigan concurred with Prince and Felder on tests involving reasoning and creativity. However, test scores of the students in teacher-centered environments were higher for overall achievement (McKeachie 147-149). In a book by Jeanne S. Chall entitled “The Academic Challenge: What Really Works in the Classroom?” the
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