From Uniformity to Uniqueness: Implementing Learner-Centered Differentiation Strategies in Science Teaching

• Author(s): Alice Tambama ; Tichaona Remias
• Paper ID: 1709717
• Page: 832-840
• Published Date: 22-07-2025
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 9 Issue 1 July-2025

Abstract

This article examines how differentiated instruction (DI) can be used in science classrooms to ensure learner-centered science classrooms that would support students with various needs. Differentiation entails modifying the subject matter, teaching strategy, and evaluation by considering the students' preparedness level, interests, and learning characteristics. By examining the theoretical frameworks, such as the Zone of Proximal Development and the Differentiated Instruction Model by Tomlinson, the journal discusses various aspects in which differentiation can make science accessible to every child, including students with disabilities and high achievers. It demonstrates the relevance of teacher reflection and formative assessment in leading the instructions so that the teaching methods become adaptive and sensitive to student progress. The case studies in real-life classrooms indicate how the flexible grouping, differentiated tasks, and assessment forms stimulate collaborative work, interest, and better comprehension of scientific knowledge. The implementation challenges of DI are also described in the article, including time constraints, lack of resources, and systemic barriers such as prescribed curriculum and standardized examinations. The teachers, school administrators, and policymakers are given the recommendations to facilitate the successful integration of DI in terms of professional development, resource allocation, and planning time. The conclusion highlights the importance of further investigation of long-term effects of DI on student performance, concerning diverse learners, and promotes the active action of education stakeholders already on the promotion of inclusive classrooms in science classes. This work will help DI guarantee equity of access to high-quality science education among all students to achieve academic performance and self-realization advances.

Citations

IRE Journals:
Alice Tambama , Tichaona Remias "From Uniformity to Uniqueness: Implementing Learner-Centered Differentiation Strategies in Science Teaching" Iconic Research And Engineering Journals Volume 9 Issue 1 2025 Page 832-840

IEEE:
Alice Tambama , Tichaona Remias "From Uniformity to Uniqueness: Implementing Learner-Centered Differentiation Strategies in Science Teaching" Iconic Research And Engineering Journals, 9(1)