Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

Abstract

“Learnercentered” term points out environments that attention to the learners brings tothe educational setting. This term includes teaching practices: effort touncover what learners think in a specific problem on hand, talking about theirmisconceptions and, giving them situations to readjust their ideas. In Learnercentered classrooms, teachers assess different student for feedback andrevision. The two major, summative and formative, assessment reveal individualstudents’ progress continually. Teachers, in many classrooms, provide feedbacksto students are relatively rare. Feedback is most effective in learning whenstudents have the opportunity to use it to readjust their thinking. Technologyintegration, a part of learner centered classroom, is support to providingfeedback in effective way. This paper explores the design of learner centeredclassroom in relation to the interactive technology integration which is basedon using mobile technology to provide effective feedback in learningenvironment. Higher education students used mobile interactive technology withteacher, one term, in misconception in science course. Qualitative researchdesign was used in this research. Focus group interview method was used to getdata collecting. The study findings show that mobile technology supportsfeedback effectively and promote student engagement in the classroom.