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

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.