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논문검색

Culture Convergence (CC)

Early Childhood Teachers’ Content Knowledge on Movement Education

원문정보

Mi Hyang Cheon, Sang Lim Kim

피인용수 : 0(자료제공 : 네이버학술정보)

초록

영어

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.

목차

Abstract
1. Introduction
2. Method
2.1 Participants and Procedure
2.2 Instrument
2.3 Data Analyses
3. Results
3.1. Contents and Frequencies of Superordinate Concepts
3.2. Contents and Frequencies of Subordinate Concepts
4. Conclusion and Discussion
Acknowledgement
References

저자정보

  • Mi Hyang Cheon Ed. M., Graduate School of Education, Incheon National University
  • Sang Lim Kim Department of Early Childhood Education, Incheon National University

참고문헌

자료제공 : 네이버학술정보

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