Enquiry-based learning

Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence^[1] by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement.^[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.^[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.Student-centered learning puts students' interests first, acknowledging student voice as central to the learning experience. In a student-centered learning space, students choose what they will learn, how they will pace their learning,^[6] and how they will assess their own learning by playing the role of the facilitator of the classroom.^[4] This is in contrast to traditional education, also dubbed "teacher-centered learning", which situates the teacher as the primarily "active" role while students take a more "passive", receptive role. In a teacher-centered classroom, teachers choose what the students will learn, how the students will learn, and how the students will be assessed on their learning. In contrast, student-centered learning requires students to be active, responsible participants in their own learning and with their own pace of learning.^[7]Usage of the term "student-centered learning" may also simply refer to educational mindsets or instructional methods that recognize individual differences in learners.^[8] In this sense, student-centered learning emphasizes each student's interests, abilities, and learning styles, placing the teacher as a facilitator of learning for individuals rather than for the class as a whole.
206)teacher centered approach to learning
The characteristics of the learning process are directly related to the way it occurs. The knowledge consists in the interaction as the physical and social environment, a process that depends on the conditions apprentice and environmental conditions.Jean Piaget and Lev Semenovich Vigotsky, two great scholars of education, developed theories of learning, of great importance. Piaget defends cognitive constructivism, according to which learning results from the development of mental processes largely related to the reality of the learner. In Piaget’s view, the development of these processes is fundamental and the scholar calls it the construction of knowledge. The views of the two scholars complement each other and lead to the conclusion that the construction of knowledge depends on both the conditions of the apprentice and the conditions of the environment. In addition, learning must be seen aa dynamic process, in which the active participation of the learner is essential. In this context, Vigotsky proposes social constructivism, which consists in the fact that the individual develps his cognitive abilities based on the interactions he maintains with the community where he lives.It is clear, then, that the social character of learning depends on interaction, just as it is clear that the learning process occurs differently for each person. It is individual and, in a way, unpredictable. It is idiosyncratic, that is, particular to each person. The interest in this idiosyncratic word is that it reveals a very broad meaning, useful for understanding individuality in the learning process: it concerns idiosyncrasy, which is the disposition of the temperament of each individual, the sensitivity of each one and what makes with each person to react in a very personal way to each situation.This shows that the fundamental idea in the constructivist theory is that the process of building knowledge is done by the learner and not caused by another agent.If the construction of knwledge is an individual process, it is concluded, then, that the teacher may have difficulty in directly causing learning in his students, although he has an important role to play in this process.
207) Flipped classroom
A