Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model

被引:14
作者
Dudley, Dean [1 ]
Baxter, David [1 ]
机构
[1] Charles Sturt Univ, Sch Human Movement Studies, Fac Educ, Bathurst, NSW 2795, Australia
关键词
high-stakes examination; SOLO taxonomy; Teaching Games for Understanding;
D O I
10.1080/13598660903052282
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.
引用
收藏
页码:283 / 293
页数:11
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