Abstract
Protocol-guided teaching is a student-centered instruction paradigm in which teachers compose learning protocols in advance to guide students through the entire learning process in an effort to foster in them the capacity for autonomous learning. Effective learning protocols can have a substantial impact on classroom outcomes. The purpose of this article is to evaluate the significance of protocol-guided teaching in chemistry education through an examination of a learning protocol designed for the instruction of omnipresent CaCO3. This protocol emphasizes learning based on real-world experience.
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