Hands‐on versus teacher‐centred experiments in soil ecology

Abstract

This study focused on differences between teacher‐centred and learner‐centred experiments in soil ecology. After a pilot study, we selected three experiments simple enough to be carried out by pupils even with little experience in self‐determined learning and hands‐on practice. The sample comprised 123 fifth and sixth graders from a middle school (four classes). We found a significant influence of treatment on achievement and pupils enrolled in a learner‐centred environment scored higher. Girls scored higher than boys in both treatments. We found no differences in well‐being, boredom or difficulty of the tasks, but pupils of the learner‐centred group expressed a higher interest.

Acknowledgements

This study was partly funded by the University of Education, PH Ludwigsburg by a grant # 1430 5771 ‘Biodiversität lehren und lernen’, by the University of Leipzig, and by a grant from the Bundesministerium für Bildung und Forschung Germany (JP C.R.). The educational treatment and data input was carried out by Madeleine Hulde. We are extremely grateful to all the pupils and teachers that participated in the study, and for the comments provided by an anonymous referee. These comments helped us to clarify the manuscript.