Examination of Student Cognition and Instruction of Domain-Specific Lesson Goals

Autor/inn/en	Herman, Ariela M.; Bernstein, Eve
Titel	Examination of Student Cognition and Instruction of Domain-Specific Lesson Goals
Quelle	In: Physical Educator, 80 (2023) 4, S.423-442 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	Physical Education; Preservice Teachers; Teacher Education Programs; Physical Education Teachers; Urban Schools; Elementary School Students; Males; Urban Universities; Grade 6; Video Technology; Lesson Plans; Student Attitudes; Schemata (Cognition); Recall (Psychology); Affective Behavior; Drills (Practice); New York (New York) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Male; Männliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; Lesson planning; Unterrichtsplanung; Schülerverhalten; Cognition; Schema; Kognition; Abberufung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This study examined preservice teachers' instruction of goals in specific learning domains in physical education class and students' interpretation of these goals. Four preservice physical education teachers (all male) from a large urban university taught two lessons to eight sixth-grade students at an urban K-6 elementary school. The theory of cognitive mediation was the framework for this study. Piloted qualitative methods included video recordings of each lesson, stimulated recall, two 20-to-25-min semistructured interviews, and collected lesson plans. Data were analyzed through the constant comparative method. Three major themes emerged: goals for incorporating skills into game play were difficult to identify, affective goals were not explained, and cognitive goals were not implemented. Results indicate that teacher- training programs should develop strategies that will assist students to identify the domain goals of the lesson. This study indicates specifically the areas in which domain goals are lacking during the instructional process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01