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

##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Jun 30, 2023
DOI https://doi.org/10.15354/sief.23.or356

Qianghong Tang  
Yangzhou Wenjin Middle School, Yangzhou 225000, Jiangsu, China

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.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Protocol-guided Teaching, Autonomous Learning, Junior Secondary Students, Physics, Velocity Instruction

References
Ministry of Education of China. Compulsory Education Course Standards for Physics 2022. (2022-04-21). Available at: http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2022n/

Wang, J. (2022). Let Students Engage in Real Learning: An Evaluation of Protocol-guided Learning. Science Insights Education Frontiers, 12(1):1691-1696. DOI: https://doi.org/10.15354/sief.22.re063

Wang, X., & Zhu, H. (2023). Protocol-guided teaching: An experiment in Chinese basic education. Science Insights Education Frontiers, 15(2):2365-2373. DOI: https://doi.org/10.15354/sief.23.re103
How to Cite
Tang, Q. (2023). Protocol-Guided Teaching in Junior-Secondary Physics Education: An Analysis of the Learning Protocol for the Velocity Instruction Based on Real-World Circumstances . Science Insights Education Frontiers, 16(2), 2565–2575. https://doi.org/10.15354/sief.23.or356
Issue
Vol. 16 No. 2 (2023)
Section
Original Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.