INSTRUCTIONAL DESIGN USING EXPERIENTIAL LEARNING THEORY TO ENHANCE ART TEACHING COMPETENCY OF UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION PROGRAM IN CHINA
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Abstract
The purposes of this research were (1) to study the current situation of Art teaching competency of students majoring in Early Childhood Education at Lishui University, and (2) to develop an instructional model using experiential learning theory to enhance Art teaching competency of undergraduate students in Early Childhood Education Program. There were two phases to this investigation. A qualitative research method was used in Phase 1 to analyze various data sources. Additionally, it included semi-structured interviews with three participant groups: five Early Childhood Art teachers with at least five years of experience in their field; ten undergraduate students who had finished the course "Art"; and five experts with at least five years of curriculum and instruction experience were chosen through purposive sampling. Based on the findings from Phase 1, the researcher developed an instructional model and submitted it to five experts in early childhood education and art instruction to evaluate its content validity. A 5-point rating scale was used to assess the alignment of the model with the specified objectives. The results of the study were as follows:
1) Phase 1 found that current competencies did not adequately meet the practical requirements for fostering students' artistic development in early childhood education. Therefore, improving the current model required the development of more effective educational models. The development of this model should be directed by related concepts and components that support a logical learning experience.
2) Seven essential elements comprised the instructional model developed in Phase 2: 1) principles, 2) goals, 3) instruction, 4) content, 5) strategy, 6) learning environment, and 7) evaluation. Five experts' evaluations revealed that the model's IOC value was 1.00 and its overall value was 4.45. This demonstrated how well the model worked to enhance the effectiveness of ART lessons in early childhood education.
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