You are here

UCF Digital Collections ยป Honors Collection

ELEMENTARY PRE-SERVICE TEACHERS' PERCEPTIONS OF THEMATIC UNIT INSTRUCTION VERSUS SINGLE-SUBJECT INSTRUCTION

Download pdf | Full Screen View

Date Issued:
2014
Abstract/Description:
The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida, College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.
Title: ELEMENTARY PRE-SERVICE TEACHERS' PERCEPTIONS OF THEMATIC UNIT INSTRUCTION VERSUS SINGLE-SUBJECT INSTRUCTION.
24 views
11 downloads
Name(s): Shea, Shana, Author
Hoffman, Elizabeth, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida, College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.
Identifier: CFH0004719 (IID), ucf:45376 (fedora)
Note(s): 2014-12-01
B.S.
Education, School of Teaching, Learning and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): thematic units
thematic teaching
integrated teaching
integrated curriculum
pre-service teachers' perceptions
themes
cross-curriculum instruction
cross-curricular instruction
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004719
Restrictions on Access: public
Host Institution: UCF

In Collections