Rovegno I
Department of Kinesiology, University of Illinois at Urbana-Champaign 61801.
Res Q Exerc Sport. 1991 Jun;62(2):205-12. doi: 10.1080/02701367.1991.10608711.
This paper describes how seven undergraduate students restructured knowledge during a field-based elementary physical education methods course. Guided by the teacher educator the students planned, taught, and reflected on a series of lessons to children in an elementary school. Theoretical course knowledge was integrated into planning and reflecting sessions. Data were collected and analyzed using interpretive research methodologies. The researcher observed and recorded field notes during all class sessions, conducted three formal and many informal interviews with all seven students, and collected available, pertinent documents. All data were categorized, and similarities in what and how the students learned were identified. The students reported knowledge restructuring as a salient aspect of field-based learning. Based on a cognitive theoretical perspective, this study described students as active, goal-oriented learners who, at times, recognized and restructured problematic prior knowledge to form a more differentiated understanding of teaching and children.
本文描述了七名本科生在一门以实地教学为基础的小学体育教学方法课程中是如何重构知识的。在教师教育者的指导下，学生们为一所小学的孩子们策划、授课并反思了一系列课程。理论课程知识被融入到策划和反思环节中。使用解释性研究方法收集和分析数据。研究人员在所有课堂教学期间观察并记录了现场笔记，对所有七名学生进行了三次正式访谈和多次非正式访谈，并收集了可用的相关文件。对所有数据进行了分类，并确定了学生所学内容及学习方式上的相似之处。学生们将知识重构报告为实地学习的一个显著方面。基于认知理论视角，本研究将学生描述为积极的、目标导向的学习者，他们有时会认识到并重构有问题的先前知识，以形成对教学和儿童更具差异性的理解。
