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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.
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