Teaching Approaches to Learn Theoretical Contents in Physical Education: a Study about Contour Lines
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 physi...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/107546 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/107546 |
| Access Level: | acceso abierto |
| Palabra clave: | 37.015.3 159.953.5 37.02 372.879.6 373.5 Teaching interventions Secondary education Theoretical contents Contour lines Orienteering Intervenciones pedagógicas Enseñanza secundaria Contenidos teóricos Líneas de contorno Orientación Psicología de la educación (Psicología) Aprendizaje Didáctica Educación física y deportiva 6102.04 Psicología Escolar 5801.07 Métodos Pedagógicos |
| Sumario: | 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. |
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