Teaching Approaches to Learn Theoretical Contents in Physical Education: a Study about Contour Lines
Loading...
Official URL
Full text at PDC
Publication date
2020
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Multidisciplinary Digital Publishing Institute (MDPI)
Citations
Exportar
Citation
Bores-Calle, N. J., Escudero, A., & Bores-García, D. (2020). Teaching approaches to learn theoretical contents in physical education: A study about contour lines. International Journal of Environmental Research and Public Health, 17(22), 1-15. https://doi.org/10.3390/IJERPH17228599
Abstract
Purpose: Fostering student’s map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum. Method: 238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2. Results: All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks. Conclusions: The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
Description
Referencias bibliográficas:
• Ooms, K.; De Maeyer, P.; Dupont, L.; Van der Veken, N.; Van de Weghe, N.; Verplaetse, S. Education in cartography: What is the status of young people’s map-reading skills? Cartogr. Geogr. Inf. Sci. 2016, 43, 134– 153.
• García-González, J.A. El resurgir de los mapas. La importancia del “dónde” y del pensamiento espacial. Ería 2017, 2, 217–231.
• Segara, N.B.; Maryani, E.; Supriatna, N.; Ruhimat, M. Introducing map literacy model of learning. In Proceedings of the IOP Conference Series: Earth and Environmental Science, Pekanbaru, Indonesia, 8 August 2017; IOP Publishing: Bristol, UK, 2018; Volume145, p. 012046, doi:10.1088/1755-1315/145/1/012046.
• Decreto 48/15, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria Available online: http://www.madrid.org/wleg_pub/secure/normativas/contenidoNormativa.jsf?opcion=VerHtml&nmnor ma=8934&cdestado=P#no-back-button (accessed on 17 November 2020).
• Cale, L.; Harris, J. The role of knowledge and understanding in fostering physical literacy. J. Teach. Phys. Edu. 2018, 37, 280–287, doi:10.1123/jtpe.2018-0134.
• Whitehead, M. Physical Literacy throughout Lifecourse; Routledge: Oxon, MD, USA, 2010.
• Clarke, D.G. Impact of Map Literacy on Development Planning in South Africa. Ph.D. Thesis, University of Stellenbosch, South Africa, 2007. Available online: http://hdl.handle.net/10019.1/1233 (accessed on 17 November 2020).
• Nakos, B.; Filippakopoulou, V.; Michaelidou, E. The interaction of the didactic of cartography and geography. In Proceedings of the 19th International Cartographic Conference, Ottawa, Canada, 14 November 1999. Available online: http://users.ntua.gr/bnakos/Data/Section%205-6/Pub_5-6-19.pdf (accessed on 17 November 2020).
• Álvarez-Orellana, M.F. El conocimiento didáctico y el mapa topográfico en la formación inicial del profesorado. Did. Geo. 2005, 7, 49–66.
• Rautenbach, V.; Coetzee, S.; Çöltekin, A. Development and evaluation of a specialized task taxonomy for spatial planning. A map literacy experiment with topographic maps. ISPRS J. Phot. Rem. Sens. 2017, 127, 16–26, doi:10.1016/j.isprsjprs.2016.06.013.
• Segara, N.B. The urgency of map literacy and spatial thinking for urban society. Euro. J. Soc. Sci. Stud. 2016, 1, 116–126.
• Newcombe, N.S.; Weisberg, S.M.; Atit, K.; Jacovina, M.E.; Ormand, C.J.; Shipley, T.F. The lay of the land: Sensing and representing topography. Balt. Int. Year. Cogn. Log. Comm. 2015, 10, 6, doi:10.4148/1944– 3676.1099.
• Atit, K.; Weisberg, S.M.; Newcombe, N.S.; Shipley, T.F. Learning to interpret topographic maps: Understanding layered spatial information. Cogn. Res. Princ. Implic. 2016, 1, 2, doi:10.1186/s41235-016-0002.
• Larangeira, R.; Van der Merwe, C.D. Map literacy and spatial cognition challenges for student geography teachers in South Africa. Persp. Edu. 2016, 34, 120–138.
• Chang, K.T.; Antes, J.; Lenzen, T. The effect of experience on reading topographic relief information: Analyses of performance and eye movements. Cartogr. J. 1985, 22, 88–94, doi:10.1179/caj.1985.22.2.88.
• Alibali, M.W.; Young, A.G.; Crooks, N.M.; Yeo, A.; Wolfgram, M.S.; Ledesma, I.; Nathan, M.J.; Church, R.B.; Knuth, E.J. Students learn more when their teacher has learned to gesture effectively. Gesture 2013, 13, 210–233.
• Cherdieu. M.; Palombi, O.; Gerber, S.; Troccaz, J.; Rochet-Capellan, A. Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures. Front. Psychol. 2017, 8, 1689, doi:10.3389/fpsyg.2017.01689.
• Chu, M.; Kita, S. The nature of gestures’ beneficial role in spatial problem solving. J. Exp. Psychol. Gen. 2011, 140, 102–116.
• Weisberg, S.M.; Newcombe, N.S. Embodied cognition and STEM learning: Overview of a topical collection in CR:PI. Cogn. Res. Princ. Implic. 2017, 2, 38, doi:10.1186/s41235-017-0071-6.
• Hildebrandt-Stramann, R. Lernen mit Leib und Seele. Sportunterricht 2009, 58, 3–7.
• Wilson, M. Six views of embodied cognition. Psychon. Bull. Rev. 2002, 9, 625–636, doi:10.3758/bf03196322.
• Fensterseifer, P.E.; González, F.J. Educaçáo física escolar: A difícil e incontornável relação teoria e prática. Motrivivência 2007, 19, 27–37
• Kirk, D. Sport Education, Critical Pedagogy, and Learning Theory: Toward an Intrinsic Justification for Physical Education and Youth Sport. Quest 2006, 58, 255–264, doi:10.1080/00336297.2006.10491882.
• Liu, Y.; Chen, S. Physical literacy in children and adolescents: Definitions, assessments, and interventions. Eur. Phys. Edu. Rev. 2020, doi:10.1177/1356336X20925502.
• Bores, N.J. La Lección de Educación Física en el Tratamiento Pedagógico de lo Corporal; Inde: Barcelona, Spain, 2005.
• Martínez-Álvarez, L.; Bores, N.; García-Monge, A.; Barbero, J.I.; Vaca, M.; Abardía, F.; Hernández, A.; Aguado, A.; Rodríguez, H. Una perspectiva escolar sobre la Educación Física: Buscando procesos y entornos educadores. La Educación Física y el deporte en la edad escolar: El giro reflexivo en la enseñanza; Martínez-Álvarez, L.; Gómez, R.; Eds.; Miño y Dávila: Buenos Aires, Argentina, 2009; pp. 137–167.
• Barker, D.; Quennerstedt, M.; Annerstedt, C. Inter-student interactions and student learning in health and physical education: A post-Vygotskian analysis. Phys. Edu. Sp. Ped. 2015, 20, 409–426, doi:10.1080/17408989.2013.868875.
• Ennis, C.D. Physical Education Curriculum Priorities: Evidence for Education and Skillfulness. Quest 2011, 63, 5–18, doi:10.1080/00336297.2011.10483659.
• Bores, N.J. The student’s notebook as a tool potentially useful to improve the processes of teaching, learning and evaluation of physical education. Educ. Fís. Dep. 2006, 25, 23–47.
• Casey, A.; MacPhail, A. Adopting a models-based approach to teaching physical education. Phys. Edu. Sp. Ped. 2018, 23, 294–310, doi:10.1080/17408989.2018.1429588.
• Jacovina, M.E.; Ormand, C.; Shipley, T.F.; Weisberg, S.M. Topographic Map Assessment. Available online: https://www.silc.northwestern.edu/topographic-map-assessment-tma/(accessed on 17 November 2020).
• Little, T.D. The Oxford Handbook of Quantitative Methods: Volume 1 Foundations; Oxford University Press, Oxford, UK, 2013.
• Gentner, D.; Özyürek, A.; Gürcanli, Ö.; Goldin-Meadow, S. Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition 2013, 127, 318–330, doi:10.1080/158037042000225245.
• Jackendoff, R.; Landau, B. Spatial language and spatial cognition. In Bridges between psychology and linguistics; Napoli, D.J., Kegl, J.A., Kegl, J., Eds.; Psychology Press: London, UK, 2013; pp. 157–182.
• Goldin-Meadow, S.; Beilock, S.L. Action’s influence on thought: The case of gesture. Persp. Psych. Sci. 2010, 5, 664–674.
• Jaeger, A.J., Wiley, J.; Moher, T. Leveling the playing field: Grounding learning with embedded simulations in geoscience. Cogn. Res. Princ. Implic. 2016, 1, 23, doi:10.1186/s41235-016-0026-3.
• Cecchini, J.A.; Carriedo, A. Effects of an interdisciplinary approach integrating mathematics and physical education on mathematical learning and physical activity levels. J. Teach. Phys. Edu. 2020, 39, 121–125, doi:10.1123/jtpe.2018-0274.
• Mayer, R.E. Advances in applying the science of learning to education: An historical perspective. J. App. Res. Mem. Cogn. 2012, 1, 249–250, doi:10.1016/j.jarmac.2012.10.001.
• Roediger, H.L.; Pyc, M.A. Applying cognitive psychology to education: Complexities and prospects. J. App. Res. Mem. Cogn. 2012, 1, 263–265, doi:10.1016/j.jarmac.2012.10.006.
• Rowland, C.A. The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psych. Bull. 2014, 140, 1432–1463, doi:10.1037/a0037559.
• Coll, C. Estructura grupal, interacción entre alumnos y aprendizaje escolar. Infanc. Aprendiz. 1984, 7, 119– 138.
• Calvo, C. Complejidad, caos y educación. Plumilla Educ. 2009, 6, 11–26.
• Eraut, M. Informal learning in the workplace. St. Cont. Edu. 2004, 26, 247–273, doi:10.1080/158037042000225245.
• Mulder, R.H. Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them. Euro. J. Tra. Dev. 2013, 37, 49–71, doi:10.1108/03090591311293284.
• Colognesi. S.; Van Nieuwenhoven, C.; Beausaert, S. Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. Euro. J. Teach. Edu. 2020, 43, 258–276, doi:10.1080/02619768.2019.1681963.
• Hernández-Álvarez, J.L.; Velázquez-Buendía, R.; Garoz-Puerta, I.; López-Crespo, C.; López-Rodríguez, A.; Martínez-Gorroño, M.E.; Alonso-Curiel, D.; Maldonado-Rico, A.; Moya-Morales, J.M.; Castejón-Oliva, F.J. La formación de conceptos n Educación Física: ¿Qué saben los alumnos de Educación Primaria? Rev. Int. Med. Ci. Act. Fís. Dep. 2006, 6, 173–187.