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Description of an expert teacher's constructivist-oriented teaching: engaging students' critical thinking in learning
1Department of Kinesiology at Temple University, Philadelphia, PA 19122, USA. wchen001@nimbus.temple.edu
Research Quarterly for Exercise and Sport
|January 5, 2002
Summary
An expert teacher used constructivist strategies to foster critical thinking in creative dance. This approach engaged students by connecting prior knowledge, encouraging inquiry, and developing metacognition for improved dance skills.
Area of Science:
- Education
- Dance Education
- Pedagogy
Background:
- Constructivist teaching is vital for developing critical thinking skills.
- Creative dance offers a unique medium for exploring student cognition.
- Expert teachers' strategies are key to effective student engagement.
Purpose of the Study:
- To investigate how an expert teacher utilized constructivist-oriented teaching strategies.
- To examine the engagement of students' critical thinking skills in creative dance.
- To identify specific pedagogical approaches that foster cognitive development in dance.
Main Methods:
- Qualitative research design incorporating multiple data sources.
- Systematic observation through videotaping of 16 creative dance lessons.
- In-depth interviews with the expert teacher and student focus groups across multiple grade levels (kindergarten, first, and third grade).
Main Results:
- Theme 1: Connecting students' prior knowledge and personal experiences to spark interest and dispositions towards learning.
- Theme 2: Fostering student-led inquiries and the creation of original dance products.
- Theme 3: Engaging students' metacognitive processes to enhance the refinement of dance movement quality.
Conclusions:
- Constructivist strategies effectively promote critical thinking and cognitive engagement in creative dance.
- Expert teachers play a crucial role in implementing pedagogical approaches that support student-centered learning.
- The study highlights the potential of creative dance as a context for developing higher-order thinking skills in young learners.