Protocol-Guided Teaching in Junior-Secondary Physics Education: An Analysis of the Learning Protocol for the Velocity Instruction Based on Real-World Circumstances

Autor/in	Tang, Qianghong
Titel	Protocol-Guided Teaching in Junior-Secondary Physics Education: An Analysis of the Learning Protocol for the Velocity Instruction Based on Real-World Circumstances
Quelle	In: Science Insights Education Frontiers, 16 (2023) 2, S.2565-2575 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Physics; Secondary School Students; Science Instruction; Teaching Methods; Student Centered Learning; Learning Processes; Independent Study; Outcomes of Education; Learning Activities; Educational Objectives; Laboratory Experiments; Assignments; Foreign Countries; Learner Engagement; China + Suchen Sie Ihr Suchwort? Physik; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning process; Lernprozess; Selbststudium; Lernleistung; Schulerfolg; Lernaktivität; Educational objective; Bildungsziel; Erziehungsziel; Laboratory work; Laborarbeit; Assignment; Auftrag; Zuweisung; Ausland
Abstract	Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the significance of protocol-guided instruction in junior secondary physics education by analyzing the learning protocol for velocity instruction. Protocol emphasizes situation-based learning and the inquiry chain method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01