facilitate the learner to focus on tasks relevant to the subject matter. Deviating from this focus may lead to distractions that tend to disrupt the constructive learning experience and render the instructional effort ineffective. Based on the domain learning theory ( Alexander, 1997 ), the purpose of this
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Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective
Wen-Yi Wang and Ang Chen
Examining the Interrelations among Knowledge, Interests, and Learning Strategies
Bo Shen and Ang Chen
Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball unit. Pearson product-moment correlations and a path analysis were conducted for the research purpose. The results showed that students’ prior knowledge, learning strategies, and interests were interrelated. Physical engagement and learning outcomes were directly influenced by the interactions among prior knowledge, interests, and learning strategies. The findings in the study support that learning in physical education is domain-specific and a progressive process that encompasses both cognitive and affective components.
An Examination of Learning Profiles in Physical Education
Bo Shen and Ang Chen
Using the model of domain learning as a theoretical framework, the study was designed to examine the extent to which learners’ initial learning profiles based on previously acquired knowledge, learning strategy application, and interest-based motivation were distinctive in learning softball. Participants were 177 sixth-graders from three middle schools. A hierarchical cluster analysis was conducted to determine what kinds of learning profiles would result from the interactions among prior knowledge, learning strategies, and interest. The results revealed that individual learners could be classified into subgroups with distinctive learning characteristics. It is supported that learning in physical education is a progressive process that involves both cognitive and affective dimensions. An effective physical education curriculum should address both knowledge and skill acquisition and motivation simultaneously.
Examining Situational Interest in Physical Education: A New Inventory
Hongying Wang, Bo Shen, and Jin Bo
does not necessarily carry over to other contexts. The development of interest has also been integrated into the model of domain learning ( Alexander, Sperl, Buehl, & Fives, 2004 ). Alexander et al. ( 2004 ) suggested that students at different learning stages will adopt different interests for
Three-Year Trajectory of Interest in Learning Physical Activity Knowledge: Influences of Gender and Prior Knowledge
Yubing Wang, Tan Zhang, and Ang Chen
, Jetton, and Kulikowich’s ( 1995 ) model of domain learning. This model postulated that when students enter a domain of study, their individual interest is rather low due to limited investment in that domain. It is a high level of situational interest that supports their learning in that domain. With
Comparing Learners’ Attitude, Knowledge, and Behaviors for Active Living in Physical Education Between Two Middle Schools
Yang Liu, Senlin Chen, and Xiangli Gu
). The correlation coefficients for these bivariate correlations were only statistically significant among the MW school students. These results indicate that students’ affective domain learning (i.e., perceived enjoyment and usefulness) at the MW middle school bore more implications to their learning in
