| Title: |
Balancing Act: Navigating the Spectrum of Student-Centred and Teacher-Centred Education |
| Language: |
English |
| Authors: |
Bibin Mohan George (ORCID 0009-0007-6821-8179); Themba Mngomeni Mthethwa (ORCID 0000-0001-7523-2584) |
| Source: |
Journal of Inquiry Based Activities. 2025 15:95-105. |
| Availability: |
Journal of Inquiry Based Activities. 61st Street, No: 14/8, Mentese, Mugla, 48000 Turkey. e-mail: editor.ated@gmail.com; Web site: https://www.ated.info.tr/index.php/ated |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Student Centered Learning; Teaching Methods; Teacher Student Relationship; Science Instruction; Mathematics Instruction; Scientific Concepts; Mathematical Concepts; Quantum Mechanics; Calculus; Constructivism (Learning); Instructional Effectiveness; Lesson Plans; Learner Engagement; Academic Achievement; STEM Education |
| ISSN: |
2146-5711 |
| Abstract: |
This conceptual paper explores the pedagogical tension and potential synergy between teacher-centred and student-centred instructional approaches, particularly within the context of teaching abstract concepts in science and mathematics such as quantum mechanics and calculus. Grounded in the theoretical frameworks of essentialism and constructivism, the study seeks to investigate which pedagogical model--or combination thereof--most effectively promotes foundational understanding and conceptual depth among students. Using a literature review methodology, the paper critically analyses empirical and philosophical studies on the application of these approaches in diverse educational settings. Findings suggest that neither approach in isolation fully supports deep learning of complex content; instead, a hybrid model that integrates direct instruction with active, inquiry-based engagement offers the most promising results. The paper highlights practical examples, such as lesson planning for the Schrödinger wave equation and differentiation, to demonstrate how both paradigms can be blended for optimal educational impact. It concludes with recommendations for implementing balanced instructional strategies to improve conceptual understanding, student engagement, and academic performance in STEM education. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1484157 |
| Database: |
ERIC |