Social constructivism centers on the belief that social interaction is paramount to effective and meaningful learning. This study examined how trusting and caring teacher-student and student-student relationships influenced students' willingness and ability to learn in a social constructivist physical education curriculum. Data were collected through student interviews and focus groups, observations (teacher log), student member checks, and independent observations. Data were analyzed using open, axial, and selective coding consistent with the ethnographic research design. The findings suggested that students' willingness and ability to learn were positively influenced through the implementation of the social constructivist curriculum Teaching Games for Understanding (TGfU). Specifically, this was achieved through the classroom environment that facilitated students' perceptions of a trusting and caring teacher, contributing to more open and honest student relationships. These factors could be interpreted as an integrated spiral that contributed to teacher and student trust and care.
|Advisor:||Ennis, Catherine D.|
|Commitee:||Brown, Elizabeth Y., Chen, Ang|
|School:||University of Maryland, College Park|
|School Location:||United States -- Maryland|
|Source:||MAI 47/06M, Masters Abstracts International|
|Subjects:||Physical education, Curriculum development|
|Keywords:||Care, Social constructivism, TGfU, Tactical games, Trust|
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