Literaturnachweis - Detailanzeige
Autor/inn/en | Xu, Wangyi; Jiang, Yonggui; Yang, Lan; Bao, Lei |
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Titel | Conceptual Framework Based Instruction for Promoting Knowledge Integration in Learning Momentum |
Quelle | In: Physical Review Physics Education Research, 19 (2023) 2, Artikel 020124 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bao, Lei) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Physics; Science Instruction; Teaching Methods; Learning Processes; Intervention; Scientific Concepts; Grade 11; High School Students; Foreign Countries; China Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland |
Abstract | Achieving knowledge integration for deep learning requires students to develop well-connected knowledge structures through the central idea of a concept. However, a number of studies on student learning in momentum have revealed persistent difficulties in understanding its fundamental concept, particularly in relating net force, time, and change in momentum with each other. This study evaluates the effectiveness of a teaching intervention based on the conceptual framework of momentum that targets knowledge integration. The evaluation outcomes of the intervention provide encouraging evidence suggesting that the conceptual framework model can be a valuable guide to the development of instruction for promoting knowledge integration and deep learning. (As Provided). |
Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |