scholarly journals La aprendizaje significativo del conceptos biomecánicos en clases de educación física

2019 ◽  
Vol 20 (1) ◽  
pp. 217-235
Author(s):  
Igor Aparecido Andrade ◽  
Elisabete dos Santos Freire ◽  
Sônia Cavalcanti Corrêa ◽  
Ana Paula Xavier
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Physical Education ◽  
Teaching Strategies ◽  
Meaningful Learning ◽  
School Curriculum ◽  
Educational Project ◽  
Investigación Cualitativa

El objetivo de este estudio fue analizar las posibilidades de inserción de los conceptos del Biomecánica en las clases de Educación Física con la implementación de un proyecto educativo basado en la teoría del aprendizaje significativo. Se realizó una investigación cualitativa para evaluar la ejecución del proyecto educativo, con la participación del 17 estudiantes de la escuela primaria. El análisis de los cuestionarios y las observaciones permitió verificar que los participantes Alteraron sus concepciones iniciales y asignado significado a los conceptos enseñados. El contenido seleccionado era coherente para su inclusión en la educación física y las estrategias de enseñanza eran adecuadas para el aprendizaje significativo, lo que contribuye a la construcción del curriculum. The aim of this study was to analyze the insertion possibilities of Biomechanics concepts in Physical Education classes with the implementation of an educational project based on the theory of meaningful learning. A qualitative research was performed to evaluate the implementation of the educational project, which involved 17 students of elementary school. The questionnaires and observations analysis allowed to verify that participants increased their initial ideas and gave meaning to the taught concepts. The selected content was suitable to inclusion in physical education and the teaching strategies were adequate for meaningful learning, contributing to the construction of the school curriculum. O objetivo do estudo foi analisar as possibilidades de inserção de conceitos de Biomecânica nas aulas de Educação Física partir da aplicação de um projeto educacional fundamentado na teoria da aprendizagem significativa. Foi realizada uma pesquisa qualitativa para avaliar a aplicação do projeto educacional, no qual participaram 17 estudantes do Ensino Fundamental. A análise dos questionários e das observações realizadas permitiram verificar que os participantes ampliaram suas ideias iniciais e atribuíram significado aos conceitos ensinados. Os conteúdos selecionados são passíveis de inserção na Educação Física e as estratégias de ensino foram adequadas para que a aprendizagem significativa ocorresse, contribuindo assim para a construção do currículo escolar.

scholarly journals A África pra gente

2020 ◽  
Vol 4 (2) ◽  
pp. 100
Author(s):  
Suzi Dornelas e Silva Rocha ◽  
Andresa De Souza Ugaya
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Physical Education ◽  
Data Collection ◽  
State School ◽  
Cultural Elements ◽  
Racial Relations ◽  
Educational Processes ◽  
Investigación Cualitativa ◽  
Brazilian Culture

ResumoO presente artigo traz reflexões acerca de um processo pedagógico fundamentado na perspectiva da Educação para as Relações Étnico-Raciais e Educação Intercultural. Realizamos uma pesquisa qualitativa que objetivou identificar e compreender processos educativos decorrentes de uma intervenção com elementos culturais de matrizes africanas junto a estudantes de uma turma de 5.º ano do Ensino Fundamental nas aulas de Educação Física. Ela foi realizada em uma escola estadual da cidade de Bauru com 26 estudantes e suas respectivas famílias. No levantamento de dados, utilizamos os cadernos de registros dos/as estudantes, os diários de campo e os questionários. Essa investigação nos permitiu compreender a relevância do ensino de jogos, brincadeiras e outros conhecimentos de matrizes africanas nas aulas de Educação Física já que contribuem para a superação de preconceitos relacionados à África e na (re)construção de outros entendimentos sobre esse continente que se mostra tão diverso.Palavras-chave: Processos Educativos. Educação das Relações Étnico-Raciais. Cultura Africana e Afro-brasileira. Educação Física Escolar.Africa for usAbstractThis article reflects on a pedagogical process from the perspective of the Education for Ethnic-Racial Relations and Intercultural Education. It is a qualitative research in order to identify and understand the educational processes of an intervention using cultural elements from African backgrounds. It has involved 26 students, during the Physical Education classes, from the 5th year of the Elementary School in a State school at Bauru, SP. The research has also encompassed the students’ families. During the data collection, students’ notebooks, researchers’ field diaries and questionnaires were used. These procedures have allowed researchers to understand the relevance of teaching African games and the importance of spontaneous play activities in Physical Education classes, in order to lead students overcoming prejudices related to Africa and to (re) build their comprehension about this continent, which is so diverse.Keywords: Educational Processes. Teaching of Ethnic-Racial Relationships. African and Afro-Brazilian Culture. School Phisycal Education.África para las personas ResumenEste artículo trae reflexiones sobre un proceso pedagógico fundamentado en la perspectiva de la Educación para las Relaciones Étnico-raciales y la Educación Intercultural. Utilizamos la investigación cualitativa que tenía como objetivo identificar y comprender los procesos educativos resultantes de una intervención con elementos culturales de origen africano con estudiantes de un curso de 5to año de Enseñanza Básica en las clases de Educación Física. Se realizó en una escuela estatal en la ciudad de Bauru con 26 estudiantes y sus respectivas familias. En la recopilación de datos, utilizamos los cuadernos de registro de los(as) estudiantes, los diarios de campo y los cuestionarios. Esta investigación nos permitió comprender la relevancia de enseñar juegos y jugarretas africanas en las clases de Educación Física para contribuir a superar los preconceptos relacionados con África y en la (re)construcción de otros entendimientos sobre ese continente que muestra ser tan diverso.Palabras clave: Procesos Educativos. Educación de las Relaciones Étnico-Raciales. Cultura Africana y Afro-Brasilera. Educación Física Escolar. 

scholarly journals Atividade experimental investigativa e e-book no ensino de ciências do ensino fundamental: uma experiência de estágio supervisionado

2021 ◽  
Vol 5 (2) ◽  
pp. 402-422
Author(s):  
Adaias da Cruz De Souza ◽  
Josiney Farias de Araújo ◽  
Milena Pinheiro Barbosa ◽  
Carlos Alberto Brito da Silva Júnior
Keyword(s):  
Elementary School ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Quantitative Research ◽  
Meaningful Learning ◽  
Teaching Sequence ◽  
Physical Sciences ◽  
Teaching Activities ◽  
Experimental Activity ◽  
Science Classes

Resumo: Este artigo apresenta uma proposta didática pautada numa Sequência de Ensino Investigativa (SEI) em Ciências Físicas, com atividades experimentais investigativas e e-book. A intervenção foi realizada em oito encontros no Estágio Supervisionado II, na busca pela aprendizagem significativa dos discentes e dos problemas enfrentados pelos docentes ao usarem novas estratégias de ensino nas aulas de Ciências. Questionários foram usados como instrumentos de coleta de dados, em 84 discentes do 8º e 9º ano do Ensino Fundamental e 2 professores de Ciências de uma escola pública de Portel-PA. O processo de análise dos resultados foi mediado por um desenho de pesquisa quali-quantitativo. Os resultados mostraram que as atividades de ensino por investigação são raramente utilizadas pelos docentes entrevistados, embora eles reconheçam a importância de diferentes estratégias de ensino para a aprendizagem significativa dos discentes. Além disso, os discentes entrevistados referiram abertura para experimentar diferentes metodologias de ensino no âmbito escolar.Palavras-chave: Atividades experimentais; E-book; Ensino por investigação; Estágio supervisionado. Investigative experimental activity and e-book in science teaching to elementary school: a supervised internship experienceAbstract: This work presents a didactic proposal based on an Investigative Teaching Sequence (ITS) in Physical Sciences, with experimental investigative activities and e-book. The intervention was carried out in eight meetings in Supervised Internship II, in the search for meaningful learning of students and the problems faced by teachers when using new teaching strategies in Science classes. Questionnaires were used as data collection instruments in 84 students from the 8th and 9th grades of elementary school and 2 science teachers at the school in Portel-PA. The process of analyzing was mediated by a quali-quantitative research design. The results showed that research teaching activities are used by the interviewed teachers. But they recognize the importance of different teaching strategies as well as from TSI and TIS for meaningful learning by students. In addition, the interviewed students reported opening to experiment different methodologies in school scope.Keywords: Experimental activities; E-book; Teaching by investigation; Supervised internship. 

scholarly journals FACTORES QUE APORTAN LAS ACTIVIDADES LUDICAS EN LOS CONTEXTOS EDUCATIVOS

2018 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Shubert Enrique Piedra Vera
Keyword(s):  
Social Sciences ◽  
Qualitative Research ◽  
Latin American ◽  
Meaningful Learning ◽  
Technical Skills ◽  
Documentary Sources ◽  
Palabras Clave ◽  
Investigación Cualitativa

El presente artículo es un avance de una investigación cualitativa en curso que el autor lleva cabo. Esta primera fase tuvo un alcance exploratorio, su objetivo fue identificar los Factores que Aportan las Actividades Lúdicas en los Contextos Educativos. Para la recopilación de la información se empleó el  arqueo heurístico de fuentes documentales bibliográficas (textos, artículos, tesis relacionadas) y sistematizadas en la tabla 1 y 2 respectivamente. Los hallazgos evidencian la importancia de llevar a cabo actividades lúdicas en los contextos educativos, ya que permiten el desarrollo de competencias técnicas y competencias ciudadanas.  Se identificaron aproximadamente más de 30 factores que aportan las actividades lúdicas, de las cuales la que mayormente se repite en los discursos es la creatividad y el aprendizaje significativo (competencias técnicas), así como también la participación y la sociabilización (competencias ciudadanas). PALABRAS CLAVE: Actividades Lúdicas; Factores; Educación; Competencias.  FACTORS THAT CONTRIBUTE THE LUDICAS ACTIVITIES IN THE EDUCATIONAL CONTEXTS  ABSTRACT  This article is an advance of an ongoing qualitative research carried out by the author in the Latin American Faculty of Social Sciences, Ecuador (FLACSO). This first phase had an exploratory scope; its objective was to identify the Factors that contribute the LudicasActivities in the Educational Contexts. For the collection of information, the heuristic archival of bibliographic documentary sources (texts, articles, related theses) was used and systematized in table 1 and 2 respectively. The findings show the importance of carrying out ludicas activities in educational contexts, since they allow the development of technical skills and citizen competencies. Approximately more than repeated in the speeches is creativity and meaningful learning (technical skills), as well as participation and socialization (citizen skills). KEYWORDS: Ludicas Activities; Factors; Education; Competencies.  

scholarly journals Curriculum Management in Yogyakarta’s Elementary Schools: Case Study in Designing Curriculum

2019 ◽  
Author(s):  
Anik Ghufron ◽  
Deni Hardiyanto ◽  
Puji Piyanto
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Elementary Schools ◽  
Natural Resources ◽  
School Principals ◽  
School Curriculum ◽  
Curriculum Management ◽  
Case Study Method ◽  
Teachers And Students

This research was aimed at investigating the management of elementary school curriculum in Yogyakarta. It focused on: (1) investigating how curriculum is developed, (2) organizing both human and natural resources in order to support the curriculum developmentinelementaryschools,(3)coordinatingactivitiestoachievethecurriculum targets, and (4) managing the curriculum. It was a qualitative research employing a case study method. The data of this study were collected from school principals, teachers, and students of elementary schools in Yogyakarta. The data then were analyzed using the Miles and Huberman’s model. The results of this study show that most of the teachers are capable of planning, organizing, coordinating, implementing, and evaluating the curriculum implemented at schools.

scholarly journals Los libros sobre Deportes y el fomento de la lectura en el currículo de Educación Física: un análisis del libro de Arthur G. Miller y Virginia Whitcomb (1957)

2017 ◽  
Vol 75 (2) ◽  
pp. 59-70
Author(s):  
Rafael Guimarães Botelho
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Curriculum

Este artículo tiene como objetivos: (a) analizar las actividades propuestas por Miller y Whitcomb para la inclusión y utilización de libros sobre Deportes y el fomento de la lectura en el currículo de Educación Física; (b) identificar las referencias de las obras sobre Deportes presentadas por los autores en su obra de 1957. El objeto de estudio es la clásica obra Physical Education in the elementary school curriculum (Miller & Whitcomb, 1957). Para llevar a cabo esta investigación se han utilizado dos técnicas distintas: el análisis de contenido y el análisis documental. Respecto a los resultados, el tema del fomento de la lectura y de la literatura aparece en el Capítulo 12 – Artes del Lenguaje, y en el Apéndice B – Libros de Lectura sobre Deportes. Los autores, en la mayor parte del texto del Capítulo 12, hacen hincapié en los juegos infantiles, aunándolos con los libros para fomento de la lectura y ejemplificando algunas actividades y posibilidades que pueden desarrollarse a partir de esta relación, tales como: narrar, representar, dramatizar, bailar, cantar y leer historias/cuentos, poemas, versos y canciones de los juegos practicados por los niños. A su vez, el Apéndice B contiene un total 86 referencias de Libros de Lectura sobre Deportes. En síntesis, todas las actividades presentadas por Miller y Whitcomb representan un gran avance en la Educación Física del bloque anglófono y una visión prospectiva con relación a la importancia del fomento de la lectura y de la literatura infantil en el currículo escolar de esta área.

scholarly journals (Re) pensar la competencia motriz ((Re) think motor competence)

Retos ◽  
2020 ◽  
pp. 375-384
Author(s):  
Antonio Gómez Rijo ◽  
Jorge Miguel Fernández Cabrera ◽  
José Hernández Moreno ◽  
Germán Sosa Álvarez ◽  
Juan José Pacheco Lara
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Physical Education ◽  
Motor Behavior ◽  
Research Strategy ◽  
Theoretical Construct ◽  
Motor Competence ◽  
Documentary Analysis ◽  
Approximation Analysis ◽  
Investigación Cualitativa

Este artículo pretende caracterizar la competencia motriz como un constructo teórico, teniendo en cuenta el conocimiento científico desde una perspectiva praxiológica. Para ello, trataremos de determinar cuáles serían las dimensiones que la configuran y sus características. Considerando que nuestro estudio se pretende vincular a la Educación Física Escolar, se ha tomado la conducta motriz como su referente, entendida como la organización significativa del comportamiento motor. Se ha utilizado una estrategia de investigación cualitativa, que combinó las técnicas del análisis documental con grupo de expertos. Para ello, se hizo un análisis de aproximación semántica del término y de sus antecedentes, empleando una metodología de búsqueda documental y análisis de contenido. Se concluye que las dimensiones que nos permiten caracterizar la competencia motriz como una competencia específica son: la biológica, la cognitiva, la afectiva, la interactiva y la de ejecución motriz o práxica. Desde esta perspectiva, la competencia motriz se manifiesta por medio de la conducta motriz en las situaciones motrices de la Educación Física Escolar.  Abstract. This work tries to characterize the motor competence as a theoretical construct, taking into account the scientific knowledge from a praxiological perspective. For this, we will try to determine what would be the dimensions that configure it and its characteristics. Considering that our study is linked to School Physical Education, motor behavior has been taken as its referent, understood as the significant organization of motor behavior. A qualitative research strategy was used, which combined the techniques of documentary analysis with a group of experts. For this, a semantic approximation analysis of the term and its background was made, using a documentary search methodology and content analysis. It is concluded that the dimensions that allow us to characterize motor competence as a specific competence are: biological, cognitive, affective, interactive, and motor or praxic execution. From this perspective, motor competence is manifested through motor behavior in motor situations of School Physical Education.

scholarly journals A Epistemologia da Cultura Corporal no Âmbito Escolar e suas Dicotomias na Disciplina Educação Física

2021 ◽  
Vol 22 (4) ◽  
pp. 510-516
Author(s):  
Jackson Faustino Ferreira ◽  
Francisco de Assis Carvalho
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Context ◽  
School Curriculum ◽  
Field Investigation ◽  
Educational Management ◽  
School Subjects ◽  
And Performance ◽  
Relationship Of ◽  
The City

ResumoEste trabalho tem como pressuposto apresentar uma investigação voltada para a compreensão do status da disciplina Educação Física no âmbito da escola básica brasileira, no que tange à relação filosófica de sua proposta juntos aos documentos educacionais e a sua aplicação no contexto escolar, tendo como foco a relação epistemológica entre corporeidade física, dimensão intelectual e suas dicotomias. O itinerário da pesquisa contemplou uma revisão bibliográfica entre diversos autores que tratam do tema, bem como uma investigação de campo junto a doze gestores educacionais, realizada nas escolas básicas do município de Pará de Minas, MG, no período compreendido entre maio e junho de 2020. Efetuada a tabulação e análise dos dados, foi possível chegar a algumas constatações que apontam para uma desvalorização velada da disciplina Educação Física na percepção e atuação dos gestores entrevistados, tais fatos podem serem observados, quando 25% dos entrevistados entendem que a Educação Física tem um grau de importância menor na formação do aluno do que outras disciplinas do currículo escolar e, ainda, a falta de conhecimento de 33% dos gestores frente ao planejamento, assim como 8% não sabem da existência de avaliações do conteúdo. Tais análises apontaram para uma Educação Física ainda submissa a outras disciplinas escolares, apesar da Educação Física estar inserida de forma obrigatória como componente curricular. Palavras-chave: Ensino. Dualidade Corpo e Intelecto. Educação Básica. Gestão Educacional. AbstractThe purpose of this paper is to present an investigation aimed at understanding the Physical Education subject status e within the scope of the Brazilian elementary school regarding the philosophical relationship of its proposal together with the educational documents and its application in the school context, focusing on the epistemological relationship among physical corporeality, intellectual dimension and its dichotomies. The research itinerary included a bibliographic review among several authors dealing with the theme, as well as a field investigation with twelve educational managers, carried out in the elementary schools of the city of Pará de Minas, MG, between May and June 2020 Once the data were tabulated and analyzed, some conclusions were reached that point to a veiled devaluation of the Physical Education subject in the perception and performance of the interviewed managers, such facts can be observed, when 25% of the interviewees understand that Physical Education has a lesser degree of importance in the student’s education than other subjects in the school curriculum, and yet, the lack of knowledge of 33% of managers regarding planning, as well as 8% of them are unaware of the existence of content evaluations. Such analyzes pointed to a Physical Education still subject to other school subjects, although Physical Education is mandatorily inserted as a curricular component. Keywords: Teaching. Duality Body and Intellect. Elementary School. Educational management.

Psychometric Characteristics of the Scale for Measurement of Readiness for Active Involvement in Physical Education Classes in Elementary School

2016 ◽  
Vol 3 (2) ◽  
pp. 63-79
Author(s):  
Jelena Petrović ◽  
Zoran Milošević ◽  
Ivan Petrović
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Secondary School ◽  
School Environment ◽  
Critical Period ◽  
School Curriculum ◽  
Educational Process ◽  
Active Engagement ◽  
Psychometric Characteristics ◽  
Active Involvement

SummarySchool curriculum and syllabus of physical education sets in front of the pupils the objectives and tasks that could be, by their nature, both physical and socio-psychological while the level of mastering of the contents is measured with a mark that is seen as the result of efficiency of overall educational process at a certain education level. However, the mark in physical education is a composite of numerous factors, one of which is motivation that can be considered within a school environment as readiness for an active engagement of pupils during classes (contrary to passive and mechanical fulfilment of requirements and acting based on the teachers’ demand, or open and direct obstruction of a class, disturbing of discipline and refusal to actively implement the curriculum). Therefore, it is important to take pupils’ motivation into account in order to fulfilthe sense of physical education classes, remedy the potential shortcomings, and improve additionally the planned syllabus. The Scale for measurement of readiness for active involvement at physical education classes in elementary school has been designed with that aim since early adolescence is considered a critical period for adopting of healthy lifestyles and its metric characteristics have also been tested. The Scale consists of five levels, of Likert’s type and it consists of two sub-scales (Commitment and Winning) with nine statements in total.With good psychometric characteristics, easy understanding, concise contents and short and simple setting it is recommended for further work and additional research in the field of motivation in physical education in both elementary and secondary school.

Sign in / Sign up

Export Citation Format

Share Document