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Highlights: [•] We assess the role of teacher involvement for students’ learning at botanical gardens. [•] Therefore we measured learning success of students at teacher- and student-centered workstations. [•] We found no differences in learning outcome between these approaches. [•] Students’ motivation was generally high, but did not differ between applied methods. [•] We show that constructivistic elements are more important than teacher involvement. [ABSTRACT FROM AUTHOR]

Abstract: In the study reported here, I compare Learner-Centered Battery (a questionnaire of students’ perceptions of the classroom) results and the observation and interview data gathered in one sixth-grade classroom noting first a discrepancy between the descriptions of the classroom that stems from each. I review this discrepancy, highlighting a need for triangulation using different types of data collection methods so as to better understand this particular classroom. Further, the analysis indicates that principles of a learner-centered perspective can be embedded within a traditional teacher-centered environment, at least for this particular classroom. [Copyright &y& Elsevier]