Assessing Students’ Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits

Our study evaluates students’ approaches to and perceptions of the use of hands-on at-home laboratory kits (HALK) experiments, open-source computer-based simulations (OSCBS), and their combination (OSCBS-HALK) in undergraduate introductory asynchronous online physics courses. Anonymous survey data from students who had completed online physics courses with labs based on simulations, at-home lab kits, or both were collected using a modified version of the Learn Questionnaire (MVLQ). Findings in this study indicate that among the six scales (interest and relevance; peer support; staff enthusiasm and support; teaching for understanding; alignment; and constructive feedback) used to measure students’ perceptions of the teaching and learning environments, interest and relevance, peer support, and teaching for understanding had statistically significant different means across the three lab types. Post-hoc comparisons using the Tukey HSD test for the interest and relevance scale indicated that students viewed using a combination approach of OSCBS and HALK labs (M = 3.98, SD = 0.61) more significantly positive than using computer-simulated labs only (M = 3.56, SD = 0.75). Compared to other labs, computer-simulated labs were perceived to lead to a deep approach to learning. However, they had the lowest interest and relevance, peer support, and alignment ranking among the three lab groups. Thus, developing strategies to improve students’ engagement and ability to translate the simulations into physical processes is recommended for OSCBS.

TEACHING FOR UNDERSTANDING THE INTERNAL LOGIC OF SPORTS: A PERSPECTIVE BASED ON TEACHING GAMES FOR UNDERSTANDING AND MOTOR PRAXIOLOGY

Este ensaio teve por objetivo propor uma perspectiva de Ensino para Compreensão da Lógica Interna dos esportes a partir da estrutura metodológica do Teaching Games for Understanding (TGfU) e dos conhecimentos sobre lógica interna da Praxiologia Motriz. Considerando critérios específicos para revisão de literatura, foram selecionados 18 artigos que subsidiaram a discussão teórica. Foram apresentados aspectos metodológicos do TGfU e os principais conceitos da Praxiologia Motriz, que possibilitaram a articulação teórica proposta neste ensaio. Como principais contribuições da perspectiva de Ensino para Compreensão da Lógica Interna, foram estruturadas ferramentas didáticas para mediação do processo de ensino-aprendizagem a partir da relação sujeito/ambiente. Além disso, foi proposta uma sistematização metodológica para organização da prática pedagógica para desenvolvimento do Ensino para Compreensão da Lógica Interna. Por fim, contextualiza-se a necessidade de novos estudos que busquem identificar como essa perspectiva auxilia professores no processo de ensino-aprendizagem dos esportes.

Conocimiento didáctico de contenido en el marco de la enseñanza para la comprensión de la Educación Física escolar: revisión Sistemática (Didactic knowledge of content in the teaching framework for the understanding of school Physical Education: systemati

La investigación educativa desde la perspectiva del conocimiento didáctico de contenido ha interpretado y realizado aportes en el desarrollo del saber didáctico de los docentes en formación y en ejercicio. El propósito de este texto fue hacer una revisión sistemática con el objetivo de interpretar la literatura existente sobre el conocimiento didáctico de contenido en el marco de la enseñanza para la comprensión en la educación física, que dan cuenta del estado del arte de la cuestión. Para ello se realizó una búsqueda sistemática siguiendo las pautas de PRISMA, los artículos y tesis se incluyeron siguiendo los siguientes criterios: (a) estudios publicados en los últimos 11 años (desde 2010 hasta mayo de 2021); (b) escritos en inglés, portugués y español; (c) en contexto escolar; (d) cuyo objeto de estudio incluyera como variables conocimiento didáctico de contenido (CDC), enseñanza para la comprensión y educación física, así como la actividad física. Se seleccionaron 21 artículos, 2 capítulo de libro y 9 tesis para formar la muestra final. En la búsqueda se evidencian pocos estudios sobre el CDC en la educación física, tampoco se encuentran relaciones entre las investigaciones con la enseñanza para la comprensión escolar, lo cual hace necesario adelantar estudios asociando en estas tres categorías. Abstract: Educational research from the perspective of didactic content of content has interpreted and made contributions in the development of teaching knowledge and exercise. The purpose of this text was to make a systematic review with the aim of interpreting existing literature on didactic knowledge of content in the framework of education for understanding in physical education, which account for the status of the art of the issue. For this purpose, a systematic search was carried out following the prism guidelines, the articles and thesis were included following the following criteria: (a) studies published in the last 11 years (from 2010 to May 2021); (b) written in English, Portuguese and Spanish; (c) in school context; (d) whose object of study included as variables didactic knowledge of content (CDC), teaching for understanding and physical education, as well as physical activity. 21 articles, 2 book chapter and 9 theses were selected to form the final sample. In the search few studies are evident on the CDC in physical education, there are no relationship between research with education for school understanding, which makes it necessary to advance studies associating in these three categories.

The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education

The aim of this research was to analyze the rich, complex, interrelated relationship that could possibly be established between the Teaching for Understanding framework, pedagogical proposal belonging to Project Zero (Education research team of Harvard University, Boston, MA, US), and the European Competency Framework. Through an in-depth analysis of the constituent features that define and explain both proposals, and questions answered both by teachers with ample classroom experience and experts on the field, it shows that these are two complementary educational perspectives that share a similar vocation and that contribute to improving the teaching-learning process in Higher Education, specifically in the context of initial Teacher Training. Likewise, it analyzes the different factors to take into account when implementing them, particularly in the context of Higher Education; factors that make them complex proposals but also of very high educational value and with the potential to enrich the teaching-learning process, no matter the context.

Adaptación práctica del enfoque Teaching Games for Understanding para la enseñanza de la vela en iniciación (A practical proposal of Teaching Games for Understanding in sailing initiation)

A pesar de las diversas publicaciones que explican teóricamente el enfoque Teaching Games for Understanding (TGfU), el docente carece de información sobre cómo implementarlo en la realidad del aula. Además, esta aplicación es mucho más compleja en actividades deportivas no tradicionales, como la vela, que también es susceptible de ser enseñada bajo el enfoque TGfU debido a la relevancia del componente táctico. El objetivo del presente trabajo fue presentar una propuesta práctica sobre la implementación del enfoque TGfU en vela. Para el diseño de las sesiones se tendrá en cuenta la alineación entre a) características del contexto de aplicación; b) contextualización de la enseñanza de cada contenido en un principio táctico; c) contenidos a enseñar diferenciando entre los tácticos y técnicos; d) número de participantes; e) espacio para la realización de cada tarea; y f) modificaciones introducidas para alcanzar el objetivo de cada sesión. Además, cada una de las sesiones se dividirá en cinco fases: “forma de regata”, “enseñanza para la comprensión”, “habilidades para el desarrollo técnico”, “vuelta a la forma de regata” y “reflexión y conclusión”. La última fase antes de la aplicación de las sesiones será el entrenamiento práctico del profesor. Con la aplicación del enfoque, se espera que los discentes obtengan mejoras a nivel cognitivo, sean más autónomos y estén más motivados por la práctica de la vela.Abstract: Despite several publications that theoretically explain Teaching Games for Understanding (TGfU), teachers do not have information about how to implement it in the class. Furthermore, its application is much more complex in non-traditional sports-games, as sailing, which could potentially be taught through TGfU due to the importance of the tactic component. The aim of the present work was to present a practical proposal upon the implementation of TGfU in sailing. In order to design the lessons, teachers should take into consideration the alignment of: a) context characteristics; b) teaching contextualization of each content under tactical principles; c) technical and tactical contents; d) number of sailors; e) practice area for each task; and f) modifications made to achieve the goal of each lesson. Beyond that, each lesson should be divided in five stages: “race form”, “teaching for understanding”, “drills for skill development”, “return to race form”, and “review and closure”. The last phase prior to the carrying out of the lessons should focus on teachers’ practical training in sailing. With the application of this approach, we hope that learners will improve at a cognitive level, in terms of autonomy and motivation.