Hands‐on versus teacher‐centred experiments in soil ecology

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.