Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

Autor/in	Dunn, Robin J.
Titel	Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 2, S.242-251 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Responsibility; Social Responsibility; Values; Transfer of Training; Elementary School Students; Grade 2; Grade 3; After School Programs; Student Behavior; Teaching Methods; Cooperative Learning; Discovery Learning + Suchen Sie Ihr Suchwort? Verantwortungsübernahme; Zuständigkeit; Soziale Verantwortung; Wertbegriff; Training; Transfer; Ausbildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Entdeckendes Lernen
Abstract	Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01