東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回上頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study./
作者:	Mitcham, Kim.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	82 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28545804
ISBN:	9798516938214

Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study.
Mitcham, Kim.

Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 82 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--Capella University, 2022.

This item must not be sold to any third party vendors.

This study examined the strategies prekindergarten teachers who serve as designers-by-assignment (DBA) use to create learning activities to support young children's critical thinking skills. The research question "how do prekindergarten teachers develop instructional materials that support the development of critical thinking skills in preschool children?" was used to guide the data collection process. The study used a basic qualitative research methodology, including semi-structured interview questions, to collect and analyze the data. The constructivist theory served as the theoretical framework. Six licensed prekindergarten teachers with a range of 7-21 years of experience participated in the study. Data review revealed that the study's participants had a limited understanding of instructional design methodologies and made little use of learning theories. Three themes emerged from the data: strategies used by prekindergarten teachers to create learning activities, the training and professional development needs of prekindergarten teachers, and the self-described self-efficacy of prekindergarten teachers as DBA. The data showed that prekindergarten teachers fail to utilize design strategies, have limited confidence when asked to describe their skills as designers, and prefer hands-on and authentic learning opportunities to grow their skills. The findings may be useful to teacher preparation programs or to educational support centers that deliver professional development sessions to this population.

ISBN: 9798516938214Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Critical thinking

Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study.
LDR:02629nmm a2200337 4500 001 2342371
005 20220318093125.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798516938214
035 $a (MiAaPQ)AAI28545804
035 $a AAI28545804
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mitcham, Kim. $3 3680723
245 1 0 $a Prekindergarten Designers-by-Assignment Develop Critical Thinking Activities: A Basic Qualitative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 82 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Zender, Wendy.
502 $a Thesis (Ph.D.)--Capella University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the strategies prekindergarten teachers who serve as designers-by-assignment (DBA) use to create learning activities to support young children's critical thinking skills. The research question "how do prekindergarten teachers develop instructional materials that support the development of critical thinking skills in preschool children?" was used to guide the data collection process. The study used a basic qualitative research methodology, including semi-structured interview questions, to collect and analyze the data. The constructivist theory served as the theoretical framework. Six licensed prekindergarten teachers with a range of 7-21 years of experience participated in the study. Data review revealed that the study's participants had a limited understanding of instructional design methodologies and made little use of learning theories. Three themes emerged from the data: strategies used by prekindergarten teachers to create learning activities, the training and professional development needs of prekindergarten teachers, and the self-described self-efficacy of prekindergarten teachers as DBA. The data showed that prekindergarten teachers fail to utilize design strategies, have limited confidence when asked to describe their skills as designers, and prefer hands-on and authentic learning opportunities to grow their skills. The findings may be useful to teacher preparation programs or to educational support centers that deliver professional development sessions to this population.
590 $a School code: 1351.
650 4 $a Instructional design. $3 3172279
650 4 $a Early childhood education. $3 518817
653 $a Critical thinking
653 $a Designers-by-assignment
653 $a Prekindergarten
690 $a 0447
690 $a 0518
710 2 $a Capella University. $b School of Public Service and Education. $3 3555886
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 1351
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28545804