scholarly journals El Ciclo del Aprendizaje Cooperativo: una guía para implementar de manera efectiva el aprendizaje cooperativo en educación física (The Cooperative Learning Cycle: a guide to effectively implement cooperative learning in physical education)

Retos ◽  
2016 ◽  
pp. 264-269
Author(s):  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Cycle ◽  
Complex Structures ◽  
Whole Process ◽  
Teachers And Students ◽  
Practical Experiences ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

El objetivo de este artículo es presentar una guía para integrar el aprendizaje cooperativo en contextos de educación física. A lo largo de los últimos 20 años se han publicado numerosos artículos describiendo experiencias de aplicación de distintas estructuras cooperativas. No obstante, no existe ningún documento que “lleve de la mano” a un docente cuando quiere implementar el modelo del aprendizaje cooperativo en su aula de educación física. El Ciclo del Aprendizaje Cooperativo representa una estructura que conduce a docente y discente desde los primeros pasos hasta las estructuras más complejas de este modelo pedagógico, proponiendo 3 fases: (1) Creación y cohesión de grupo, (2) El aprendizaje cooperativo como contenido a enseñar y (3) El aprendizaje cooperativo como recurso para enseñar y aprender. En cada una de estas fases se describen sub-fases y/o técnicas específicas que ayudan a comprender todo el proceso a seguir. El Ciclo del Aprendizaje Cooperativo representa un paso adelante, ya que proporciona a los docentes de educación física un marco estable que les permite a ellos y a sus estudiantes comprender, aprender, usar e integrar de una manera progresiva el aprendizaje cooperativo en sus clases. Solo a través de un trabajo pausado y concienzudo se puede lograr su desarrollo satisfactorio en contextos educativos.Abstract. The goal of this article is to present a guide to integrate cooperative learning in physical education contexts. Over the last twenty years, several articles have been published on practical experiences on this topic. However, there is no document that would “lead by the hand” teachers when they want to implement cooperative learning in their physical education classes. The Cooperative Learning Cycle represents a framework that conducts teachers and students from the first steps to the most complex structures of this pedagogical model. It includes 3 phases: (1) Building group cohesion, (2) cooperative learning as a content, and (3) cooperative learning as a means for teaching and learning. Each of these phases is composed by several sub-phases and/or techniques that help understanding the whole process. The Cooperative Learning Cycle represents a step forward, because it provides teachers with a stable framework that allows them and their students to understand, learn, use, and integrate progressively cooperative learning in their classes. It can only be successfully integrated within educational contexts through a patient and thorough process.

scholarly journals El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física (Cooperative learning: Pedagogical Model for Physical Education)

Retos ◽  
2015 ◽  
pp. 201-206
Author(s):  
Javier Manuel Fernández-Rio ◽  
Antonio Méndez-Giménez
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Cooperative Games ◽  
Pedagogical Model ◽  
Whole Process ◽  
Teachers And Students ◽  
Standard Response ◽  
Personal And Social Responsibility ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

La cooperación ha formado parte del ideario de todas las leyes educativas de los últimos 25 años y la respuesta habitual de la mayoría de los docentes ha sido la inclusión de simples juegos cooperativos en jornadas u ocasiones puntuales. La tendencia actual en educación física es la denominada Práctica basada en Modelos, uno de los cuales es el Aprendizaje Cooperativo. Más aún, este ha pasado de ser un modelo de enseñanza a un Modelo Pedagógico en el que se tiene en cuenta la interdependencia del aprendizaje, la enseñanza, el contenido y el contexto. En este planteamiento, docente y discentes actúan como co-aprendices para fortalecer el proceso. Un paso adelante planteado en los últimos años ha sido la hibridación de modelos para maximizar sus efectos en base a las sinergias que se pueden crear entre ellos. En este marco, el Aprendizaje Cooperativo emerge como un representante destacado, ya que sus características le hacen encajar a la perfección con otros modelos. En este artículo repasamos el Aprendizaje Cooperativo como modelo pedagógico y presentamos cómo puede hibridarse con los modelos de Educación Deportiva, Comprensivo de iniciación deportiva (TGfU), Responsabilidad Personal y Social y Educación-Aventura. La hibridación de modelos pedagógicos permite a los docentes adaptar sus clases a las características cambiantes del contexto escolar, acercando la asignatura de educación física a las verdaderas necesidades e intereses de los estudiantes del siglo XXI. Es la hora de pasar de los juegos cooperativos puntuales al Aprendizaje Cooperativo como modelo pedagógico de referencia. Abstract. Cooperation has been one of the key elements of all the educational laws over the last 25 years, and the standard response of the majority of teachers has been the inclusion of cooperative games on special occasions. Models-based Practice is the current tendency in physical education, and Cooperative Learning is one of those models. Furthermore, it has evolved from an instructional model to a Pedagogical Model, which considers the interdependence of learning, teaching, subject matter and context. Within this framework, teachers and students act as co-learners to strengthen the whole process. A step ahead has been the hybridization of models to maximize their effects based on their synergies. In this context, Cooperative Learning emerges as a strong example because its traits fit perfectly with other models. In this article we review the idea of Cooperative Learning as a pedagogical model, and we show how it can be hybridized with other models: Sport Education, Teaching Games for Understanding, Teaching for Personal and Social Responsibility and Adventure Education. The hybridization of models allow teachers to adapt their classes to the shifting school contexts, bringing physical education closer to the real needs and interests of XXI century students. It is the time to move from cooperative games to Cooperative learning as the benchmark pedagogical model.

scholarly journals Percepción del profesorado de Educación Física sobre el Aprendizaje Cooperativo y su relación con la Inteligencia Emocional (Physical Education teacher´s perception of Cooperative Learning and its relation to Emotional Intelligence)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 735-745
Author(s):  
Adela Sánchez Molina ◽  
Irene González Martí ◽  
Andrea Hernández Martínez
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Education ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Pedagogical Model ◽  
Educación Primaria ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

  El presente trabajo trata uno de los aspectos más estudiados en Educación Física como es el modelo pedagógico de Aprendizaje Cooperativo y su repercusión sobre el alumnado en edad escolar. El objetivo principal de esta investigación fue conocer la percepción del profesorado del área de Educación Física en la etapa de Educación Primaria acerca del uso del Aprendizaje Cooperativo y su relación con la Inteligencia Emocional. Para ello, se llevó a cabo una investigación cualitativa por medio de entrevistas semiestructuradas a través de la opinión de un total de seis maestros de Educación Física pertenecientes a la etapa educativa de Educación Primaria. Los resultados obtenidos confirman que los docentes muestran una actitud positiva y poseen buenas percepciones hacia este modelo pedagógico. Sin embargo, todos coinciden en el argumento de que se necesita mucho esfuerzo y trabajo, así como seguimiento constante para obtener beneficios y resultados significativos. Asimismo, afirman que este modelo está estrechamente relacionado con la Inteligencia Emocional, considerándolo un aspecto que lo enriquece todavía más.  Abstract. The present work deals with one of the most studied aspects of Physical Education such as the pedagogical model of Cooperative Learning and its impact on shool-age students. The main goal of this research was to know the perception of teachers in the area of Physical Education in Primary Education about the use of Cooperative Learning and its relationship with Emotional Intelligence. To this end, qualitative research was carried out through semi-structured interviews thanks to the opinion of a total six Physical Education teachers from the Primary Education. The results obtained confirm that teachers show a positive attitude and have good perceptions towards this pedagogical model. However, everyone agrees on the argument that it takes a lot of effort and work, as well as constant monitoring to obtain benefits and significative results. They also affirm that this model is closely related to Emotional Intelligence, considering it as an aspect that enriches it even more.

scholarly journals Aprendizaje cooperativo en Educación Física: estado de la cuestión y propuesta de intervención (Cooperative learning in Physical Education: the state of the question and intervention proposal)

Retos ◽  
2015 ◽  
pp. 234-239
Author(s):  
Carlos Velázquez Callado
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Exploratory Study ◽  
Physical Education Teachers ◽  
Pedagogical Approach ◽  
Intervention Process ◽  
Primary And Secondary School ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

En los últimos años varias investigaciones han subrayado las ventajas del aprendizaje cooperativo para promover el aprendizaje motor y social en Educación Física. Sin embargo, rara vez se describe lo que los docentes hacen cuando aplican este modelo pedagógico en sus clases de Educación Física. Este artículo presenta un estudio exploratorio orientado a dar respuesta a esta pregunta. Ciento noventa y ocho profesores de Educación Física españoles respondieron a un cuestionario dirigido a conocer cómo conciben el aprendizaje cooperativo y el modo en que lo implementan en sus clases con alumnado de Primaria y Secundaria. Los resultados del estudio muestran que el aprendizaje cooperativo es todavía una metodología poco implementada en Educación Física. Los profesores la conciben desde una perspectiva cercana al juego cooperativo. Se propone entonces un nuevo enfoque pedagógico, denominado coopedagogía, orientado a facilitar que los docentes puedan desarrollar un proceso de intervención que permita, por una parte, que el alumnado aprenda a cooperar y, por otra, que utilice la cooperación como recurso para aprender en las clases de Educación Física.Abstract. Over the last few years several studies have emphasized the advantages of cooperative learning to promote motor and social learning in Physical Education. However, what teachers do when they implement this pedagogical model in their Physical Education classes is rarely described. This paper presents an exploratory study aimed at answering this question. One hundred and ninety-eight Spanish Physical Education teachers completed a questionnaire designed to find out how cooperative learning is conceived and applied practically in Primary and Secondary school classes. The results of the study reveal that cooperative learning is still underutilized in Physical Education. Teachers conceive cooperative learning from a perspective close to cooperative play. A new pedagogical approach, called coopedagogy, is then proposed to facilitate teachers in developing an intervention process that allows students to learn how to cooperate and how to use the cooperation as a resource of learning in Physical Education classes.

scholarly journals Propuesta metodológica para implantar el aprendizaje cooperativo en las clases de educación física en base a los dominios de acción motriz (Methodological proposal to implement cooperative learning in physical education classes based on motor action doma

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 524-534
Author(s):  
Guillermo Martín Martín ◽  
Pedro Jesús Jiménez
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Group Dynamics ◽  
Motor Action ◽  
Trabajo En Equipo ◽  
Sport Activities ◽  
Learning Principles ◽  
Primary And Secondary School ◽  
Aprendizaje Cooperativo

  Aunque existen en España diferentes propuestas para aplicar el aprendizaje cooperativo en la educación física estas se centran en actividades físico-deportivas específicas o en estructuras cooperativas muy concretas. Faltan en nuestro país propuestas integrales destinadas a facilitar la implantación de este modelo pedagógico de forma extensiva abarcando todos los dominios de acción motriz que impone la normativa educativa. En este artículo se aporta un modelo para aplicar el aprendizaje cooperativo en el área de la educación física dentro de las etapas educativas de primaria y secundaria que engloba todos los enfoques existentes hasta el momento. Un programa estructurado en cuatro fases: 1) confianza–cohesión grupal, 2) familiarización 3) consolidación y 4) rendimiento, que abarca los cinco dominios de acción motriz que se establecen para la E.F. y las variables a tener en cuenta en el diseño de la actividad: Temporalización, número de sesiones y actividades, reglas, dinámica de las agrupaciones, roles, espacios de práctica, principios de aprendizaje cooperativo, destrezas de trabajo en equipo, técnicas y estructuras cooperativas. Abstract. Although there are different proposals in Spain to apply cooperative learning in physical education, they are focused on specific physical-sport activities or on very specific cooperative structures. In our country, there is a lack of comprehensive proposals aimed at facilitating the implementation of this pedagogical model in an extensive way, including all the motor action domains imposed by the education regulations. This article provides a model to apply cooperative learning in the area of physical education within the educational stages of primary and secondary school including all existing approaches up to now. The program is structured in four phases: 1) trust – group cohesion, 2) familiarization 3) consolidation and 4) performance, which embraces the five motor action domains that are established for the P.E. and the variables to take into account in the design of the activity: timing, number of lessons and activities, rules, group dynamics, roles, practice spaces, cooperative learning principles, teamwork skills, cooperative structures and techniques.

scholarly journals THE LIVED EXPERIENCES OF TEACHER AND STUDENTS IN PE AMIDST THE PANDEMIC

2021 ◽  
pp. 365-372
Author(s):  
Ma. Isabel O. Mojica
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Human Life ◽  
Research Question ◽  
Coping Mechanisms ◽  
Teachers And Students ◽  
Remote Learning

Conducting classes remotely to shift in teaching paradigm of learning due to the on-going pandemic has posed many challenges to the education sector. Despite these efforts, several arguments are associated with remote learning especially with online classes or e-learning amidst the pandemic. The study aimed to unveil the lived experience of teachers and student who are taking remote learning in physical education subject. The respondents must had experience and engaging in remote learning. This study employed both qualitative and quantitative methods of research. The respondents must had experience and engaging in remote learning. This study answered the following: What is the demographic profile of teachers and students? What are the challenges encountered by teachers and students? What are the coping mechanisms of teachers and students during remote learning? Is there a relationship between challenges encountered and coping mechanisms of teachers and students? How do the profile of the teachers and students relate to the challenges encountered and their coping mechanisms? For the qualitative part, an Interpretative Phenomenological Analysis (IPA) method was used to interpret the meanings of experiences of human life, and focused on research question “What it is like to experience remote teaching and learning in physical education amidst the pandemic?”. Considering the results of the study, it can be said that the major problems faced by both teachers and students are the poor internet connection. This hampers the communication between the two as well as the communication among students. This breeds to a series of problems that stem from the lack of connectivity. Moreover, the most common coping mechanisms employed by both groups are engaging into activities that will help them distress.

The Adoption of Instructional Technologies in Teacher Education

2018 ◽  
pp. 2183-2197
Author(s):  
Steve Nwokeocha
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Instructional Technologies ◽  
Positive Side ◽  
Long Run ◽  
Multiplier Effect ◽  
Teachers And Students ◽  
New Ideas ◽  
Practical Experiences

This chapter advocates for a turn to the positive side of the situation and the need to create a multiplier effect with available technologies and capabilities which at the long run could enable Nigeria to leapfrog and catch up with the advanced countries in terms of quality of teaching and learning. The chapter consequently discusses some of the new ideas and concepts that may well be exploited to improve teacher education through technology. It calls for more research, sensitization and capacity building of teachers and students about such new ideas and concepts for the benefit of the Nigerian education system. The chapter is written primarily based on the practical experiences of the author as a teacher educator and active participant in world conferences that, over the years, have devoted attention to best practical cases that have worked in various developing parts of the world.

scholarly journals ¿Y si toda la innovación no es positiva en Educación Física? Reflexiones y consideraciones prácticas (Is innovation always positive in Physical Education? Reflections and practical considerations)

Retos ◽  
2019 ◽  
pp. 579-587
Author(s):  
Ángel Pérez Pueyo ◽  
David Hortigüela Alcalá
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Scientific Evidence ◽  
The Body ◽  
Cross Sectional ◽  
Positive Effects ◽  
Current Trends ◽  
True Purpose ◽  
The Cross ◽  
Aprendizaje Cooperativo

En la actualidad la innovación parece querer inundarlo todo, pero que algo sea nuevo no implica que tenga efectos positivos en el aula. Este artículo surge de la necesidad de pararse a pensar y reflexionar sobre las tendencias actuales de Educación Física que no parece estar permitiéndole avanzar e, incluso, ir en contra de sus verdaderos fines y esencia. A partir de las evidencias científicas que los sustentan, se han planteado cinco aspectos de práctica habitual en nuestra área sobre los que reflexionar: (1) La gamificación mal entendida; (2) la utilización indiscriminada de las APPs: (3) el aprendizaje cooperativo mal enfocado; (4) la verdadera motivación; (5) las evidencias en el aprendizaje del alumnado. Ante esto, se dan diferentes soluciones prácticas basadas en el uso de la evaluación formativa y compartida y el uso transversal de lo corporal. Finalmente se plantean consideraciones a modo de conclusión, no con la intención de ofrecer recetas, sino reflexiones con base científica con el fin de contribuir a una mejor Educación Física. Abstract. Currently, innovation seems to be spreading uncontrollably everywhere; however, just because something is new it does not necessarily imply that it also has positive effects in the classroom. This article arises from the need to stop, think, and reflect on current trends in Physical Education, which at times seem to be more an obstacle to its progress to the extent that they may even work against its true purpose and essence. Based on scientific evidence, five common practice aspects to reflect upon in our field have been proposed: (1) Misunderstood gamification; (2) indiscriminate use of APPs: (3) poorly focused cooperative learning; (4) true motivation; and (5) evidences of students’ learnings. Different practical solutions based on the use of formative and shared evaluation and the cross-sectional use of the body were proposed. Finally, considerations were presented as a conclusion; however, they are intended to offer any formulae, but rather scientifically supported reflections aiming at contributing to the enhancement of Physical Education.

scholarly journals Manajemen kelas dalam pembelajaran matematika di SMA Negeri Yogyakarta

2017 ◽  
Vol 5 (2) ◽  
pp. 189
Author(s):  
Nisak Ruwah Ibnatur Husnul ◽  
Heri Retnawati
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Classroom Management ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Waking Up

Penelitian ini bertujuan untuk mengetahui manajemen kelas yang berupa perencanaan, pengorganisasian, penggerakan/kepemimpinan dan pengevaluasian dari pembelajaran matematika yang dilakukan oleh guru matematika di SMA Negeri Yogyakarta. Dengan menggunakan penelitian kualitatif jenis studi kasus ini dilakukan di SMA Negeri 5, 8 dan 9 Yogyakarta dengan subjek data adalah kepala sekolah, guru kurikulum, guru matematika dan siswa. Untuk teknik pengumpulan datanya dengan pedoman observasi dan pedoman wawancara yang dilakukan dengan proses triangulasi dan teknik analisisnya menggunakan analisis induktif dari Miles and Huberman. Hasil penelitian menunjukan bahwa manajemen kelas dalam pembelajaran matematika yaitu (1) perencanaannya dengan penyusunan seperangkat pembelajaran mendatangkan ahli pada MGMP, memberikan waktu 10 menit untuk sarapan dan melakukan pengujian pretest. (2) Pengorganisasianya dengan pendekatan cooperative learning, pendekatan scientific, menekankan siswa yang pasif dan ketika siswa jenuh, guru mengajak bernyanyi. Guru memanfaatkan alat peraga yang mudah dicari dengan melibatkan siswa untuk praktek langsung serta memanfatkan media youtube. (3) Kepemimpinannya dengan guru menguasai keadaan peta kelas, menghafal nama siswa, membangunkan untuk sholat tahajud, memancing siswa untuk aktif dengan memberikan soal susah, memberikan reward dan cerita motivasi melalui youtube. (4) Evaluasi dengan guru melakukan pendekatan kepada siswa dan memiliki program bimbingan individu untuk siswa yang tidak memperhatikan pada saat pembelajaran dan siswa yang tidak menyukai matematika dari awal.Kata kunci: manajemen kelas, pembelajaran matematika CLASSROOM MANAGEMENT IN MATHEMATICS LEARNING AT SENIOR HIGH SCHOOLS IN YOGYAKARTA MUNICIPALITYAbstractThe research aims at finding out the classroom management that such as planning, organizing, actuating/ leadership and evaluating of learning mathematics which is done by mathematics teachers in Senior High Schools (SHS) in Yogyakarta Municipality. By using qualitative research in the form of case study research, this research was conducted at SHS 5, 8, and 9 Yogyakarta with the headmasters, curriculum teachers, mathematics teachers, and students as the subjects of the research. For the technique of collecting data used observation guide and interview guide which was done by using triangulation process and the technique of analyzing the data used inductive analysis by Miles and Huberman. The result of the research reveal that classroom management in learning mathematics, namely (1) the planning by arranging a set of teaching and learning and conducing an expert from mathematics teacher organization (MGMP), giving 10 minutes for breakfast, and conduct a pretest. (2) The organization uses cooperative learning approach, scientific approach, encouraging passive students and when the students were getting bored, the teachers asks to sing a song. They use powerpoint by using appropriate animation, utilizing the tools which are easy to look for and involving students to practice directly and utilizing media such as youtube. (3) The leadership is indicated by teachers mastering the map situation of the class, memorizing the students’ names, waking up for tahajud prayer, enhancing students to be active by providing difficult tasks, giving rewards and telling the motivational stories through video. (4) The evaluation is by teachers approaching toward the students and having individual guidance program for students who do not pay attention to teaching and learning process and the students who dislike mathematics from the beginning.Keywords: classroom management,  teaching and learning mathemathics

scholarly journals PSICOLOGIA DA EDUCAÇÃO: contribuições para a Educação Física Escolar

2018 ◽  
Vol 3 (10) ◽  
pp. 83
Author(s):  
Izeth Nascimento Barros ◽  
Neusani Oliveira Ives-Felix
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Physical Space ◽  
Teaching Methodology ◽  
De Se ◽  
Teachers And Students ◽  
Emotional Aspects ◽  
Teaching Learning

PSYCHOLOGY OF EDUCATION: contributions to School Physical EducationPSICOLOGÍA EDUCACIONAL: contribuciones a la Educación Física EscolarEste estudo aborda atemática Psicologia da Educação com ênfase nas suas contribuições para a Educação Física Escolar. O objetivo foi analisar as percepções dos professores (e dos alunos) de Educação Física sobre a Psicologia da Educação no processo de ensino-aprendizagem. Partiu-se do questionamento se estavam aplicando ou não a Psicologia da Educação, no que se refere aos aspectos motivacionais, sociais, culturais e emocionais, nas aulas de Educação Física. Foi realizada uma pesquisa de campo de cunho qualitativo. A coleta de dados ocorreu através de observações e entrevistas semiestruturadas, sendo entrevistados dois professores da disciplina de Educação Física de duas escolas públicas, uma municipal “A” e outra estadual “B”, localizadas na sede de Grajaú-MA. A partir da aplicação de questionários aos discentes, sendo 60 alunos da escola “A” e 60 da escola “B”, o resultado obtido desvelou que, entre os fatores que (des) motivam o processo de ensinar e aprender, estão: a formação inicial e continuada na área, a falta de materiais esportivos e de espaço físico, a falta de um currículo, no sentido de ter uma Base Curricular Comum Nacional-BCCN para a Educação Física. Outros fatores podem interferir nesse processo, como a metodologia de ensino, os desejos dos alunos, a relação entre professor/aluno/aluno, as atividades agradáveis que despertem a curiosidade e o desafio. Em geral, constata-se que os professores de Educação Física vêm aplicando a Psicologia da Educação em suas aulas, ora justificada pela formação inicial, ora pela vontade de ensinar.Palavras-chave: Psicologia da Educação; Educação Física Escolar; Motivação.ABSTRACTThis study addresses the Psychology of Education with emphasis on their contributions to School Physical Education. The goal was to analyze the perceptions of teachers (and students) of Physical Education in relation to Psychology of Education in the teaching-learning process. It broke out of questioning whether or not they were applying the Psychology of Education, as regards the motivational, social, cultural, and emotional aspects, in Physical Education classes. A qualitative field survey was conducted. The data collection took place through observations and interstructured interviews, two teachers of the physical education discipline of two public schools, a municipal "A" and another state "B", located at the headquarters of Grajaú-MA. From the application of questionnaires to the descents, being 60 students from school “A” and 60 from school “B”, the result obtained has unveiled that, among the factors that (des)motivate the process of teaching and learning, are: the initial and continuing formation in the area, the lack of sporting materials and Physical space, lack of a curriculum in order to have a common national curriculum Base-BCCN for physical education. Other factors may interfere in this process, such as the teaching methodology, the pupils ' desires, the relationship between teacher/pupil/pupil, the pleasant activities that awaken curiosity and the challenge. In general, it is noted that the teachers of physical education have been applying the psychology of education in their lessons, now justified by the initial formation, now by the willingness to teach.Keywords: Psychology of Education; School Physical Education; Encouragement.RESUMENEste estudio aborda la Psicología a temáticos de la Educación con énfasis en sus contribuciones a la Educación Física de la escuela. El objetivo fue analizar las percepciones de los docentes (y estudiantes) de la Educación Física sobre la Psicología de la educación en el proceso de enseñanza-aprendizaje. Se rompió del cuestionamiento de se estaban o no aplicando la Psicología Educación, en lo que se respecta a los aspectos motivacionales, sociales, culturales y emocionales, en las clases de Educación Física. Se realizó una encuesta de campo cualitativo. La recolección de datos tuvo lugar a través de observaciones y entrevistas intestructurada, dos profesores de la disciplina de Educación Física de dos escuelas públicas, una “A” municipal y otra estado “B”, ubicado en la sede de Grajaú-MA. Desde la aplicación de cuestionarios a los descensos, siendo 60 estudiantes de la escuela "A" y 60 de la escuela "B", el resultado obtenido ha dado a conocer que, entre los factores que (des) motivan el proceso de enseñanza y aprendizaje, son: la formación inicial y continua en la zona, la falta de materiales deportivos y El espacio físico, la falta de un currículo, con el fin de tener un currículo nacional común BCCN para la educación física. Otros factores pueden interferir en este proceso, como la metodología de enseñanza, los deseos de los alumnos, la relación entre el maestro/alumno/alumno, las actividades placenteras que despiertan la curiosidad y el reto. En general, se observa que los profesores de educación física han estado aplicando la psicología de la educación en sus lecciones, ahora justificadas por la formación inicial, ahora por la voluntad de enseñar.Palabras clave: Psicología Educacional; Educación Física Escolar; Motivación.

scholarly journals Insubordinate Practices in Mathematics Evaluation

2020 ◽  
Vol 9 (3) ◽  
pp. 114-128
Author(s):  
Lilian Nasser ◽  
Daniel de Oliveira Lima ◽  
Rafael Filipe Novôa Vaz ◽  
Fabio Menezes Da Silva
Keyword(s):  
Mathematics Teaching ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Cycle ◽  
Post Graduate ◽  
Teachers And Students ◽  
Single Response

This article reports a Conversation Session presented at ICOCIME 2, discussing actions undertaken by three PhD students of the Post-Graduate Program in Mathematics Teaching (PEMAT), of the Federal University of Rio de Janeiro. Innovative evaluation proposals differ from traditional models, both in terms of the assessment of students’ performance, and in relation to the attitudes of the teachers responsible for the assignment of the grades. Commonly associated with tests, school assessments in mathematics are instruments with generally well-defined characteristics: individual, written, and time bounded. They are usually composed by single response questions and offer generic treatment to all students with the intention of being neutral. Usually applied at the end of a learning cycle, the tests are conceived in a positivist philosophy that attributes to this instrument a character of impartiality and justice. Insubordinate and creative proposals indicate the need to know the students involved in the process, in order to establish a meaningful teaching and learning relationship. In a critical and progressive perspective of the evaluation, it is necessary to consider democracy in the evaluating instrument to build bridges between teachers and students, avoiding the deviations of subjectivity and biases in the correction of the tests.

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