ERIC Number: EJ1342587
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2644-058X
EISSN: N/A
Effective Design and Implementation of Task-Driven Learning in High School Physics: Citing the Lesson on Composition and Resolution of Forces as a Case Study
Xu, Liangliang; Zhang, Yong; Jin, Cheng
Science Insights Education Frontiers, v11 n1 p1485-1498 2022
One of the primary characteristics of the holistic module learning model is task-driven learning. In this learning model, a task is a distinct activity or collection of distinct activities designed to assist students in achieving learning objectives. The purpose of this paper is to examine the effective design and implementation of task-driven learning using the composition and resolution of forces lesson as a case study. On the basis of the lesson study, the principles of task-driven learning design are summarized and some recommendations for task-driven learning implementation are made.
Descriptors: Physics, Science Instruction, Teaching Methods, Task Analysis, Instructional Design, Case Studies, Lesson Plans, High School Students, Holistic Approach, Learning Activities, Student Centered Learning, Cooperative Learning, Standards, Foreign Countries, Scientific Principles, Science Experiments
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A