Student-centered Methods Research Articles

Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students' scientific creativity skills and perceptions in science education

In today's world, the growth of technology and the continuous creation of new products have made innovation and creativity more important in many fields. It has become increasingly essential to nurture individuals' creativity within the educational framework they undergo. Student-centered approaches have proven to be effective in fostering creativity. Consequently, in this study, we utilized problem-based learning, a representative student-centered method, alongside five techniques sourced from the creativity section, which constitutes the fourth section of the CoRT program—a recognized toolset for enhancing creative abilities—to facilitate the development of students' creativity. Twelve modules, with three designed for each grade level, have been created for the middle school science curriculum. These modules are founded on a framework that integrates the problem-based learning (PBL) approach with five creativity strategies derived from the fourth section of Edward de Bono's Cognitive Research Foundation (CoRT) Thinking Program. Given that creativity varies depending on the specific field, the present study sought to cultivate students' creative skills within the domain of science education. The effects of the modules developed for this purpose on students' scientific creativity and their opinions on the activities in the module and their creative thinking skills are revealed. The research design is a case study that aims to examine the concept of scientific creativity in depth. In the study, students' creativity skills were assessed by administering the Scientific Creativity Test (SCT), a scale specific to creativity, as a pre-test before and after the intervention, and by applying educational activities based on divergent and convergent thinking during the implementation process. Qualitative data was collected from the responses of 12 participants to the SCT, which consists of five open-ended questions and a product development task. In addition, in-depth interviews were conducted with eight participants and systematic analysis was applied to SCT and interview data. The results revealed that most students exhibited improved creativity skills as reflected in their responses on the post-test administered by SCT. When we examine student opinions concerning scientific creativity and the developed modules, the majority expressed positive views, which demonstrates that the educational modules developed within the scope of this study can enhance the creative potential of students, especially in the product development section.

Investigating Written Reflection and Its Relation to Language Teaching Strategy Change: A Self-study

Reflection has received wide encouragement and adoption in the teacher education, and the teachers engaging in reflection are believed to be able to gain new insights into their teaching. As one of the prominent ways of reflection, written reflection is widely promoted in the teacher education of English Language Teaching. However, the relationship between reflection and improved teaching is still largely unclear and under-researched. This study focuses on teacher's written reflection and its relation to teaching practice change. It adopts a self-study lens to examine the Chinese researcher-participant's written reflections produced in the two microteaching sessions for an English teaching practicum course at a Canadian university, to investigate the role of written reflections in the researcher-participant's self-perceived teaching strategy change across the two microteaching sessions. The study identifies the researcher-participant's teaching strategy change: from teacher-centered method to student-centered method. It also finds that written reflection increases the researcher-participant's awareness of addressing the teaching issues and helps identify the core reason behind these issues, which motivates the researcher-participant to enact the teaching change and also provides the direction for the teaching change. This study provides practical implications for the encouragement of student-centered method in the teacher education of English language teaching.

Self-regulated Learning Skills in Instrument Education: A Qualitative Study

The purpose of this study is to uncover and comprehend the current state of pre-service music teachers’ use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants’ experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers’ roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners’ self-regulation capacities. This study suggests that the “Individualized and Co-regulated Teaching Model in Instrument Education,” a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures.

Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students

PurposeHikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.Design/methodology/approachA qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.FindingsData are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.Originality/valueAlthough several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

A Comparative Study of University Education Between Africa and Europe: Perspectives from Lecturers with Cross-Continental Teaching Experience

This study investigated and compared the nuances of university education in Africa and Europe through the perspectives of 100 lecturers who have taught in both continents. The research aimed at gaining insights into the unique characteristics, challenges, and opportunities inherent in higher education across these regions. The research objectives included to compare the curriculum design of university education between Africa and Europe, to compare the teaching methodologies of university education between Africa and Europe, to compare the institutional resources of university education between Africa and Europe and to compare student diversity of university education between Africa and Europe. By utilizing questionnaires tailored to eliciting detailed responses from experienced educators, the study examines key areas such as curriculum design, teaching methodologies, institutional resources, and student diversity. The questionnaire-based approach facilitated a qualitative analysis of the lecturers’ perceptions, experiences, and observations, providing rich data for in-depth comparisons. The research design incorporates both closed-ended questions to gather quantitative data on specific aspects of university education and open-ended questions to capture nuanced qualitative insights and personal reflections. Through the analysis of survey responses, themes emerge regarding the structural differences in higher education systems, including funding and resources, academic standards, student engagement and diversity, and faculty development. Additionally, the study explores the impact of cultural diversity on teaching and learning experiences, highlighting the importance of inclusivity, cultural competency, and intercultural communication skills in a globalized academic environment. Lecturers observed differences in teaching methodologies, with African universities often using traditional lecture-based approaches and European universities adopting more interactive, student-centered methods. Lecturers highlighted the impact of globalization and internationalization on university education, including trends such as student mobility, cross-border collaborations, joint research projects, and the integration of global perspectives into curricula. Lecturers noted disparities in institutional resources between African and European universities, including funding, infrastructure, technology, and research facilities. The findings contribute to a deeper understanding of the strengths and challenges faced by universities in Africa and Europe, offering valuable implications for policymaking, curriculum development, and faculty training. The research also underscores the significance of cross-cultural collaborations and knowledge exchange in enhancing the quality and relevance of university education on a global scale.

Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs

Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who take action and implement educational reforms at the school level. A key element in the successful implementation of inclusive education is teachers’ ability to maintain and teach a classroom with an inclusive background. Therefore, the present research inquired about the strategies used by teachers in inclusive classrooms regarding students with special educational needs. The main objectives of the study are to find out the awareness about inclusive education among the teachers who are in inclusive classrooms, to identify the motivational strategies used by the teachers who are in inclusive classrooms, and to find out the teaching methods used by the teachers who are teaching in inclusive classrooms. Qualitative methods were used to collect data with classroom observations and semi structured interviews. A purposive sampling method was used to select the sample, and gathered data were analyzed thematically. Evidently, the teacher’s awareness of inclusive education was insufficient, and they were not provided with proper training regarding teaching in an inclusive classroom. Teachers used motivational strategies like reinforcement methods, assisting the issues of the SEN students, arranging the classroom environment according to the needs, and giving equal opportunities to the students. Most teachers used the lecture method in the classroom. Brainstorming and role-play were also visible. Less use of student-centred methods was visible. Proper awareness and training are needed to uplift the quality of teaching in inclusive classrooms in Sri Lanka.

The Assessment and Preference of Student-Centered Learning Under Subject of Chemistry among PERMATApintar Students

Teaching and learning chemistry at all levels of education have faced numerous challenges. These challenges include students' struggles with problem-solving skills, limited spatial visualization abilities, difficulties in grasping chemistry vocabulary, and inadequate communication between students and teachers. As a result, researchers across various educational contexts have consistently advocated for the creation of a learning methods that effectively addresses these difficulties. This research delves into an examination of the pedagogical approaches, both as currently perceived and preferred, among PERMATA@Pintar College students in the realm of chemistry education. The investigation concentrates on two primary pedagogical paradigms: student-centered teaching and teacher-centered teaching. The study encompasses a cohort of 150 students ranging in age from 13 to 18 years. To gauge the students' perceptions of their teachers' instructional methods and their own preferences, a revised version of the Approaches to Teaching Inventory (ATI) originally developed by Prosser and Trigwell was employed.The findings of this study reveal that the prevailing pedagogical approach in chemistry classes appears to strike a balance between teacher-centered and student-centered learning. However, in terms of the students' own inclinations, they exhibit a slight preference for the teacher-centered method, emphasizing information transfer, over the student-centered approach, which emphasizes conceptual change. Interestingly, when considering the desired shift in teaching methods as envisioned by the students, their preference leans significantly towards an increased frequency of student-centered methods, highlighting a distinct preference for these methods over teacher-centered ones.

Unveiling the Tapestry of Learning: Exploring the Pedagogical Landscape for Transversal and Academic Competencies through the Lived Experiences of School Teachers and Students

This research investigates the pedagogical approaches employed for the development of transversal and academic competencies based on the lived experiences of students and teachers. Despite the presence of qualified educators in educational activities, schools face numerous challenges in fully realizing the potential of students. In the context of developing nations like Nepal, schools and teachers encounter unpreparedness in facilitating activities geared towards enhancing students' academic and transversal competencies. Despite teachers' expressed commitment in workshops to adopt student-centered methods, conventional lecture-based approaches persist due to the impact of high-stakes testing. The absence of clear guidelines and motivation further contributes to the prioritization of traditional testing over competency-based education. Furthermore, inadequate facilities and an unsupportive environment hinder the implementation of practice-based education in schools. Recognizing that students excel when engaged in enjoyable activities, it is imperative to align educational activities with learners' needs and interests while progressing towards predefined objectives. This study advocates for a blended management model, incorporating both top-down and bottom-up approaches, to encourage teachers in adopting student-centered methods, thereby playing a pivotal role in nurturing both academic and transversal competencies. Given that both teachers and students tend to prioritize aspects that align with assessment criteria, evaluating assessments covering both competencies become crucial for a comprehensive understanding of their educational progress.

Zone of Proximal Development: Investigating the Most Usage Conjunctions and the Common Issues Written by EFL Students at Paragraph Levels

This qualitative paper covered an in-depth investigation of using different types of conjunctions taking into consideration their meaning and functions. To investigate the common issues of using conjunctions and exploring the most types of conjunctions that the participants applied, ZPD was framed to develop the study. The participants were undergraduates who were studying at one of the Saudi universities. They were selected from level one who enrolled in the Grammar 1 course. The sample of the study was chosen randomly. They were divided into two groups, which were Group one and Group two. Both received the same instructions from the same instructor in the class. The difference was that group one had an opportunity to use their textbook and were allowed to discuss and receive help from their partners. Whereas, group two did not receive any help; they were supposed to structure their written texts individually. For this reason, the zone of proximal development theory was selected as a framework. The findings of the study highlighted the participants’ issues in using conjunctions, including fragment sentences, creating too-long sentences with unclear messages, and failing to use punctuations with conjunctions. Further, the results listed the conjunctions that each group used. Group two only used three familiar conjunctions, which were And, But, and Because. However, group one was better at using various conjunctions because they tried to use more types, such as And, Or, So, But, and Because. Thus, applying cooperative learning and scaffolding raised the chance of using student-centered methods in grammar classrooms.

Reorientation of The Arabic Language Curriculum for Secondary Education in The Endemic Era

The role of secondary education in the 21st century is increasingly vital for preparing students who will enter higher education and responding to the learning transition due to the Covid-19 pandemic. This form of response is by reviewing the orientation of the Arabic language curriculum in secondary education in South Sumatera. So, this research aims to analyze the reorientation of the Arabic language curriculum in secondary education in South Sumatera. The research method used by researchers is a case study method with a multisite design. Researchers collected qualitative data by interviews, observation and documentation in each place, then proceed with generalizations from the data collection results, and then conclusions are drawn as research data findings. The results of this research show that both schools had efforts to direct students to be active in learning Arabic, namely by changing books and adding books that support ongoing Arabic language learning activities, the schools also provide a conducive environment for the learning process. To convey this material, the teacher also chooses a student-centered method, hoping that students will always be active and that Arabic will not only end up as a language of study. As a measure of achievement, teachers have maximized the provision of media-based assignments and exam questions, even though the measurement techniques carried out by teachers have only focused on cognitive measurements, and have not yet entered into the affective and psychomotor domains.

The Use of Student-Centered Methods and Techniques in Turkish Language and Literature Lessons from the Perspective of Teachers and Students

Bu çalışmada Türk dili ve edebiyatı öğretiminde öğrenci merkezli yöntem ve tekniklerin kullanımının öğretmen ve öğrenci görüşlerine göre değerlendirilmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu kullanılarak toplanmış, elde edilen veriler içerik analiziyle çözümlenmiştir. BDNVAY programlarından MAXQDA 2022 programı kullanılarak verilerin kodlanması ve analizi yapılmıştır. Yapılan görüşmelerde öğretmen ve öğrencilerin verdiği bilgiler den hareketle Türk dili ve edebiyatı derslerinde en çok tercih edilen yöntemin anlatım yöntemi ve soru-cevap yöntemi olduğu; tartışma yöntemi, rol oynama yöntemi, işbirlikli öğrenme yöntemi ve problem çözme yönteminin kullanılan diğer yöntemler olduğu görülmektedir. Yapılan görüşmelerde sınıfların kalabalıklığı, üniversite yerleştirme sınavına yönelik kaygı hem öğretmenler hem de öğrenciler tarafından öğrenci merkezli yöntem ve tekniklerin kullanılmasına engel olarak belirtilmiştir. Yapılan araştırma sonucunda sınıfların kalabalık olması, maddi imkânsızlıklar ve bazı okul idarecilerinin geleneksel yöntem ve tekniklere önem vermesi gibi nedenlerin öğrenci merkezli yöntem ve tekniklerin kullanılmasını engellediği sonucuna varılmıştır. Öğretmenlerin öğretim yöntem ve tekniklerini üniversite eğitimleri sürecinde bilgi düzeyinde öğrendikleri, staj sürelerinin yetersiz olması nedeniyle uygulama imkânını ancak atandıktan sonra elde ettikleri görülmüştür. Bu durumun öğrenci merkezli eğitim sürecinin oluşturulması bakımından sorun oluşturduğu sonucuna ulaşılmıştır.

An Example of an Activity Developed in Accordance with the 5E Learning Model for Teaching Solutions

In today’s life, individuals are forced to be a constant learner to ensure their development. It is necessary to save the act of learning from rote learning, to gain the ability to think independently, and to raise individuals who learn by understanding. In this study, it is aimed to develop and present an active learning activity example prepared to be used at various levels of science teaching. In order for learners to achieve this goal, effective student-centered methods and techniques are needed. 5E model is one of them. In this study, activities related to the subject of solutions were developed, implemented, evaluated and necessary corrections were made in accordance with the 5E learning model. In this study, concept achievement test and semi-structured interview were used as data collection tools and both qualitative and quantitative data collection tools were used together to provide data diversity. In the analysis of quantitative results, t-test and MANOVA model were used, and in the analysis of qualitative data, the interviews with the students were transcribed. The results showed that the experimental groups were more successful than the control groups in terms of concept achievement in the subject of solutions after the application.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

Balancing Teacher–Led And Student–Led Activities When Teaching Foreign Languages to Students at Uzbekistan’s State Conservatory

This paper will look at the issue of implementing new work methods in English classes at the State Conservatory of Uzbekistan. Recently, there has been a lot of debate on whether to switch to a student–centered method or stick with the traditional model, in which the teacher entirely controls the process. There has been the need to employ innovative ways for motivating students and monitoring learning activities in the process of learning foreign languages in the digital educational environment. The paper argues that most students, regardless of their level, prefer cooperative learning and value teacher assistance. The forms of education that students select are determined by their attitude toward the learning process. The combined learning process allows language learners to cooperate with their teacher and fellow students, resulting in changes in the connection between teachers and students in which students’ personal interests and professional aspirations are taken into account. In the case of teaching conservatory students, it was discovered that student–centered training was less beneficial for those of students that just starting to learn English language as well as for the students at an intermediate level, but showed good results for the students approaching a more advanced level of understanding.

International Students’ Vocabulary Mastery and Language Confidence in Foreign Language Learning through Student-Centered Method

Among the major problems faced by international students learning Malay language are the limitation of Malay language vocabulary mastery and the lack of confidence in Malay-language question and answer process. This research explores the effectiveness of the Two-Way Question-Answer method as an alternative method in building student’s vocabulary and confidence in Malay question-answer. The research involved 30 international post-graduate students of Malay Language Course 1 at Universiti Kebangsaan Malaysia (UKM). The research was conducted by action research where the data obtained through observation during intervention methods, comparison between conventional and intervention methods’ post test score as well as the linkages between variables in the questionnaire form. The data were analyzed using the Wilcoxon Sign Rank test for score comparison and Simple Linear Regression tests for the analysis of the association between variables. Results of the research shows that the participants build their vocabulary and self-confidence through a question-and-answer exercises during the intervention session. Comparison analysis between conventional and intervention cycle for both skills recorded a significant difference, with p value of 0.000 recorded by both. Regression analysis showed a significant association between intervention method for both targeted skills, with R Square/ R₂ values for vocabulary (0.751) and verbal answer method (0.711). This finding proves that the use of the Two-Way Question-Answer method has the potential to help second and foreign language learners increase vocabulary and confidence in foreign language

Determinants of Social Studies Curriculum Implementation by Teachers with Intellectual Disabilities in Selected Schools of Calabar South Local Government Area of Cross River State, Nigeria: Implication for Psychology

Teachers with intellectual disabilities frequently have cognitive processing or perceptual problems. Visual processing problems interfere with understanding text, illustrations, and written work associated with a social studies lesson. Most social studies textbooks include many maps and graphs. For most teachers, these maps clarify the topics covered and those that should be covered as well; however, teachers with visual-spatial and visual-processing disorders may have difficulty interpreting such information. Hence, this study evaluated the factors that affected how the social studies curriculum was implemented by teachers with intellectual disabilities in a sample of schools in the Cross River State, Nigeria, Calabar South Local Government Area; implications for psychology. Two survey factors have been developed to guide the study. The variables under review were used to guide the literature review. The survey study's template was employed. Purposeful selection approaches were used to choose the 60 respondents that made up the study's sample. A structured questionnaire with 10 items and a four-point Likert scale was used to collect the results. Using the Cronbach Alpha reliability method, the instrument's approximate correlation was 0.78. The data was examined using a descriptive methodology. The findings of the study indicated that a teacher's teaching style and level of training among teachers with intellectual disabilities had an impact on how they instruct students in social studies. It was suggested that secondary school teachers with disabilities be given the opportunity to participate in curriculum development and implementation so that they can use student-centered methods in teaching.

Teacher Centered Method Vs Student Centered Method of Teaching in Teaching English: Critical Study

In Albania after 90s when the system changed, country was opened to the world and the need to learn English was seen as e necessity for many people. The English curricula was introduced to the education system starting from elementary schools. By being a population that loves foreign languages and by being closed for more than fifty years we were eager to communicate with western world. English was seen as a priority. People were watching more English programs, movies, songs etc. Many students were starting private courses in English. By 2000 many people could speak, write and understand good English. They are supplied with good knowledge of English. This increased demand in learning English was followed by a need for English teachers too. During the communist regime the main method used to teach was teacher centered method, but with passing of time, other more modern methods were introduced in the world. One of them was student centered method.
 
 Received: 27 September 2023 / Accepted: 22 October 2023 / Published: 23 November 2023

Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills.

The flipped classroom (FC) model involves students independently acquiring knowledge before in-person class sessions, during which they engage in active discussions and problem-solving. Various methods to implement FC are quizzes, e-content, case-based learning, problem-based learning, and reading assignments.The advantages of the FC approach included improved student preparation, active participation, and the promotion of critical thinking skills. Some disadvantages identified are technical problems like internet connection, improper planning and preparation, which increases teacher workload, and lack of self-motivation. This review underscores the potential of the FC approach to improve medical education by promoting independent learning, active participation, and deeper understanding. Consideration of factors such as curriculum design, faculty development, technological infrastructure, and student readiness is vital for successfully implementing the FC model. Balancing self-directed study with meaningful face-to-face interactions remains crucial to harnessing the full benefits of this innovative approach. By leveraging technology and student-centered methods, medical educators can create an enriched learning experience that positively influences future healthcare professionals.

The Effects of Student-centred Learning Methods and Motivational Climate on Dance Learning

Student-centred pedagogy is based on constructivist and democratic principles where students are encouraged to develop their reflective and critical thinking and sense of responsibility. The objectives of this study was to: (1) determine which of the three student-centred teaching methods (individual, couple or team) will best influence students in learning dances; (2) analyse the impact of motivational climate on different student-centred teaching methods during the learning of the dances among female and male students. The learning of dance structures from the Adriatic dance zone has been analysed because of its applicability to the Physical Education curricula. The pool of subjects consisted of 30 female and 28 male kinesiology students (aged 21–24), divided into three groups according to their preferred learning methods: individual, couple and team. Three experts evaluated the performance of dancers according to the criteria determined beforehand, in detail. For the assessment of motivational climate in Physical Education, Motivational Climate on Physical Education Scale (MCPES) scale was used with subscales: Autonomy, Social relatedness, Task involving climate and Ego involving climate. According to a two-way ANOVA with the independent variables of gender and teaching methods, and Tukey post-hoc test, the most successful students preferred the couple method in learning linđo, and individual method in learning quatro passi. Significant differences were found in Task climate subscale between the couple and team-teaching method. Further investigation of teaching methods in PE classes is needed to confirm optional student-centred method defined by gender, age, and the type of motor skills.

Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico

Computers have been an indispensable part of human working and private life for decades, and in classrooms the use of digital devices and tools is increasing as a result of digitalization. In this study, we aimed to test the potential of computer simulations as digital tools in biology lessons to convey environmental issues. For this purpose, we conducted an online survey and evaluated 137 responses from German high-school students between 14 and 20 years of age. We asked the students about their attitude towards computer simulations as digital tools in biology lessons and tested the students’ knowledge about models and computer simulations as well as their basic knowledge about plant morphology. Additionally, we investigated the students’ self-perceived computer skills and their motivation to work with computers within information and communication technologies (ICTs). Our results show a relationship between high self-perceived computer skills and high motivation to work with computers and a high responsiveness to learning about environmental issues in silico (computer-based), even if gender differences are visible. Therefore, including computer simulations as a student-centered method can be profitable for students, increasing their understanding of environmental issues and combating their lack of botanical knowledge.