Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels

Authors

  • Petra Pejić Papak , University of Rijeka, Faculty of Teacher Education , Univerza v Reki, Fakulteta za izobraževanje učiteljev
  • Milena Valenčič Zuljan , University of Ljubljana, Faculty of Education , Univerza v Ljubljani, Pedagoška fakulteta
  • Darjo Zuljan , University of Primorska, Faculty of Education , Univerza na Primorskem, Pedagoška fakulteta

DOI:

https://doi.org/10.18690/rei.14.4.501-517.2021

Keywords:

student-centred instruction; science and technology; four-factor model; professional development; stimulating environment

Abstract

To achieve the goals of modern science and technology
teaching, it is vital to organize student-centred instruction (SCI). The
organization of SCI requires the teacher’s ability to organize cognitively
challenging teaching in a stimulating environment. The fundamental purpose
of the study was to determine whether the teacher’s organization of SCI was
related to factors at the school level (organizational context) and factors at the
individual level (individual context). We designed a model comprising four
sets of factors. The results show a statistically significant correlation between
SCI and all four sets of factors.

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Published

13.12.2021

Issue

Vol. 14 No. 4 (2021)

Section

Scientific Articles

License

Copyright (c) 2021 Petra Pejić Papak, Milena Valenčič Zuljan, Darjo Zuljan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Pejić Papak, P., Valenčič Zuljan, M. ., & Zuljan, D. (2021). Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels. Journal of Elementary Education, 14(4), 501-517. https://doi.org/10.18690/rei.14.4.501-517.2021

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