Guidance Differs between Teaching Modes: Practical Challenges in Integrating Hands-On Investigations with Direct Instruction

Autor/in	Zhang, Lin
Titel	Guidance Differs between Teaching Modes: Practical Challenges in Integrating Hands-On Investigations with Direct Instruction
Quelle	In: Learning: Research and Practice, 8 (2022) 2, S.96-115 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2022.2105937
Schlagwörter	Guidance; Experiential Learning; Direct Instruction; Hands on Science; Physics; High School Teachers; Educational Change; Science Instruction; Time on Task; Massachusetts + Suchen Sie Ihr Suchwort? Beratung; Experiental learning; Erfahrungsorientiertes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Physik; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zeitaufwand; Master-Studiengang
Abstract	Integrating scientific investigations into science instruction has been a global phenomenon. Particularly in the US, this emphasis has been suggested by the nation-wide science educational standards over decades. However, the details on how the integration could be carried out remain under discussed. The present study focuses on the integration of hands-on investigations with direct instruction and examines a high-school physics unit that incorporated both instructional modes. This study found that what was offered in the guidance and how it was offered differed substantially when teaching shifted between the two modes, which led to difficulties in the integration in teaching practice. This study provides suggestions and calls for studies to look into this issue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01