Description of knowledge structures within a concept-based curriculum framework

Catherine D. Ennis, Leslie K. Mueller, Weimo Zhu

Research output: Contribution to journalArticlepeer-review

Abstract

The development of declarative knowledge was examined within the parameters of movement-based curricula. Declarative knowledge represents factual or foundational knowledge frequently articulated as curriculum content. A semantic ordered tree technique was used to investigate the knowledge structures of three groups of teacher preparation subjects (novice, coursework, student teacher) and one group of elementary physical education teachers (experts). Structures were examined based on frequency and coherence criteria. ANOVA was used to examine differences between groups. Results suggested that declarative knowledge appeared to develop in complexity from novice to expert within the parameters of concept-based movement curricula. The Active Structural Networks Theory was used to interpret structural development through the accretion, tuning, and restructuring phases. Knowledge structures of the novice and coursework groups seemed to represent accretion, whereas those of student teachers and experts represented tuning and restructuring.

Original languageEnglish (US)
Pages (from-to)309-318
Number of pages10
JournalResearch Quarterly for Exercise and Sport
Volume62
Issue number3
DOIs
StatePublished - Sep 1991
Externally publishedYes

Keywords

  • Curriculum
  • Declarative knowledge
  • Knowledge structures
  • Novice/expert
  • Teacher preparation

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Nephrology

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