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Abstract
This research challenges the prevailing educational belief that active, student-centered learning is superior. A randomized controlled trial (RCT) with 2657 primary school students (ages 10-11) in the UK tested four teaching schemes focusing on evolution. Lessons on variation and deep time remained constant, while lessons on selection and homology varied in teaching style (teacher-centric vs. student-centered) and subject matter (human-centered vs. non-human-centered). Unexpectedly, the teacher-centric, non-human-centered scheme proved most effective, highlighting the importance of considering sequential lesson interactions and questioning the assumption of a “one-size-fits-all” approach to effective pedagogy.
Publisher
npj Science of Learning
Published On
Dec 04, 2020
Authors
Loredana Buchan, Momna Hejmadi, Liam Abrahams, Laurence D. Hurst
Tags
active learning
student-centered learning
teacher-centric
education
pedagogy
evolution
randomized controlled trial

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