Early Childhood Teachers’ Content Knowledge on Green Growth Education

The purpose of the study was to examine early childhood teachers’ content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subor...

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Published inInternational Journal of Advanced Culture Technology(IJACT) Vol. 7; no. 1; pp. 143 - 149
Main Authors 양재민, 김상림
Format Journal Article
LanguageEnglish
Published 국제문화기술진흥원 31.03.2019
Subjects
과학기술학
concept map
Green growth education
early childhood teachers
Online AccessGet full text
ISSN2288-7202
2288-7318
DOI10.17703/IJACT.2019.7.1.143

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Abstract The purpose of the study was to examine early childhood teachers’ content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.
AbstractList The purpose of the study was to examine early childhood teachers’ content knowledge on green growtheducation. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhoodgreen growth education. Their concept maps were analyzed in terms of superordinate and subordinateconcepts by contents and frequencies. The results showed that early childhood teachers used 182superordinate and 1,292 subordinate concepts in the concept map of green growth education for youngchildren. Although early childhood teachers had a wealth of content knowledge on green growth education asproposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas ofgreen growth education. These results implied the needs of developing teacher education programs for earlychildhood green growth education. KCI Citation Count: 1
The purpose of the study was to examine early childhood teachers’ content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.
Author 김상림
양재민
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Green growth education
early childhood teachers
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Snippet The purpose of the study was to examine early childhood teachers’ content knowledge on green growth education. The subjects, 45 early childhood teachers, were...
The purpose of the study was to examine early childhood teachers’ content knowledge on green growtheducation. The subjects, 45 early childhood teachers, were...
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StartPage 143
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TableOfContents Abstract 1. Introduction 2. Method 2.1 Participants and Procedure 2.2 Instrument 2.3 Data Analyses 3. Results 3.1 Contents and Frequencies of Superordinate Concepts 3.2 Contents and Frequencies of Subordinate Concepts 4. Conclusion Acknowledgement References
Title Early Childhood Teachers’ Content Knowledge on Green Growth Education
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