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Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors |
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| Institution: | 1. Curriculum and Instruction Department, College of Education, Sultan Qaboos University, Muscat, Oman;2. Senior Supervisor of Elementary Science & Mathematics, Ministry of Education, Muscat, Oman;3. Senior Supervisor of Secondary Science, Ministry of Education, Muscat, Oman;4. A’sharqiyah University, Ibra, Oman;1. Division of Education, Arts, and Social Sciences, University of South Australia, GPO Box 2471, Adelaide, SA 5001, Australia;2. Werklund School of Education, University of Calgary, 2500 University Dr. NW, Calgary, AB, T2N 1N4, Canada;1. Ghent University, Department of Educational Studies, Henri Dunantlaan 2, 9000, Ghent, Belgium;1. Department of Mathematics Education, University of Haifa, Israel;2. Mathematics Education, Monash University, Melbourne, PO Box 527, Frankston, Victoria, 3199, Australia;1. Open University of Cyprus, Cyprus;2. Association for Historical Dialogue and Research, Cyprus;3. Ministry of Education and Culture, Cyprus |
| 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. |
| Keywords: | Science teachers Science supervisors Student-centred environment Teacher-centred environment Teachers’ beliefs |
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