International Journal of Child Warfare Promotion and Management
| Volume 1, No. 1, 2017, pp 1-8 | ||
| Abstract |
Analysis of the Concept Map about Constructivist Teaching and Learning in Early Childhood Education
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Abstract
The purpose of this study was to investigate early childhood teachers' conceptual understanding about 'Constructivist teaching and learning in early childhood education'. 20 early childhood teachers who were taking a course of ‘Constructivist teaching and learning in early childhood education’ participated in this study. Concept mapping was used to investigate teachers' concepts and knowledge. 84 superordinate concepts about 'Constructivist teaching and learning’ were identified. 'Theoretical background', 'Core components of constructivism', 'Teaching and learning practice', 'The principle of the constructivist classroom' were the most frequently used by teacher on the concept map. 'Teacher' was far less emphasized than the other superordinate concepts. Characteristic of subordinate concepts were analyzed. 'Core components of constructivism' had the largest number of subordinate concepts and recorded the highest specificity score. The results were discussed in relation to implication for constructivist teacher education.