The purpose of the study was to examine early childhood teachers' content knowledge of movement education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood movement education. Their concept maps were analyzed in terms of superordinate and subordinate c...
The purpose of the study was to examine early childhood teachers' content knowledge of movement education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood movement education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequency. The results were as follows. First, 263 superordinate concepts were shown, and they were categorized into 10 representative terms (body movement/health, music, expression, movement type, movement element, games, integration/arts, social studies, tool/instrument, and math/science). Second, 2,186 subordinate concepts were shown, and running, movement, jumping, musical instrument, and expression were frequently shown. In conclusion, early childhood teachers' content knowledge of movement education were various but insufficient in aspect of its systematic organization.
The purpose of the study was to examine early childhood teachers' content knowledge of movement education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood movement education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequency. The results were as follows. First, 263 superordinate concepts were shown, and they were categorized into 10 representative terms (body movement/health, music, expression, movement type, movement element, games, integration/arts, social studies, tool/instrument, and math/science). Second, 2,186 subordinate concepts were shown, and running, movement, jumping, musical instrument, and expression were frequently shown. In conclusion, early childhood teachers' content knowledge of movement education were various but insufficient in aspect of its systematic organization.
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가설 설정
Research question 1: What are the contents and frequency of superordinate concepts presented in movement education concept maps of early childhood teachers?
Research question 2: What are the contents and frequency of subordinate concepts presented in movement education concept maps of early childhood teachers?
제안 방법
A preliminary survey was conducted using 2 early childhood teachers in November 6 through 10, 2017 in order to check out the average time that it would take and the processes in general. The data collection was conducted between December 18, 2017, and February 28, 2018.
The objective of the present study was to analyze early childhood teachers' concept maps of movement education and to examine their content knowledge of movement education. In order to fulfill this study objective, the content and frequency of superordinate concepts and subordinate concepts presented in concept maps were analyzed. Major findings of this study are as follows: First, as the frequency of superordinate concepts of early childhood teachers regarding movement education was analyzed based on concept maps, it turned out that early childhood teachers used 263 superordinate concepts in total.
In order to fulfill this study objective, the content and frequency of superordinate concepts and subordinate concepts presented in concept maps were analyzed. Major findings of this study are as follows: First, as the frequency of superordinate concepts of early childhood teachers regarding movement education was analyzed based on concept maps, it turned out that early childhood teachers used 263 superordinate concepts in total. As these concepts were categorized, 10 representing concepts were derived.
The objective of the present study was to analyze early childhood teachers' concept maps of movement education and to examine their content knowledge of movement education.
The researcher visited the early childhood education center where the participants were working and conducted individual interviews. The participants were given the consistent structured instructions about how to draw concept maps with an example of a theme other than early childhood movement education, and then asked to draw their own concept maps on early childhood movement education. No restrictions were specified regarding the total number of concepts and time limit.
대상 데이터
A preliminary survey was conducted using 2 early childhood teachers in November 6 through 10, 2017 in order to check out the average time that it would take and the processes in general. The data collection was conducted between December 18, 2017, and February 28, 2018. The researcher visited the early childhood education center where the participants were working and conducted individual interviews.
The participants of the study ware 60 early childhood teachers working at daycare centers and kindergartens located in the metropolitan area. Of the participants, 61.
성능/효과
In summary, findings of this study showed that early childhood teachers had a wealth of superordinate concepts and subordinate concepts of movement education, but the levels of concept knowledge of major concepts were varied among teachers. Besides, systematic and hierarchical elements in the content organization were insufficient.
One of the major findings of the study is that early childhood teachers had more conceptual knowledge related to ‘Physical Exercise/Health’ than others.
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