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Balancing Act: Navigating the Spectrum of Student-Centred and Teacher-Centred Education

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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
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  Data: Balancing Act: Navigating the Spectrum of Student-Centred and Teacher-Centred Education
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  Data: <searchLink fieldCode="AR" term="%22Bibin+Mohan+George%22">Bibin Mohan George</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6821-8179">0009-0007-6821-8179</externalLink>)<br /><searchLink fieldCode="AR" term="%22Themba+Mngomeni+Mthethwa%22">Themba Mngomeni Mthethwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7523-2584">0000-0001-7523-2584</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Inquiry+Based+Activities%22"><i>Journal of Inquiry Based Activities</i></searchLink>. 2025 15:95-105.
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  Data: 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
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  Data: 11
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  Data: 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.
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      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 95
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      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Science Instruction
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Quantum Mechanics
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      – SubjectFull: Calculus
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Academic Achievement
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      – SubjectFull: STEM Education
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      – TitleFull: Balancing Act: Navigating the Spectrum of Student-Centred and Teacher-Centred Education
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