The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

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Hyndman, Brendon P.; Pill, Shane

2016-01-01

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching…

New Perspectives for Teaching Physical Education: Preservice Teachers' Reflections on Outdoor and Adventure Education

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Timken, Gay L.; McNamee, Jeff

2012-01-01

The purpose of this study was to gauge preservice physical education teachers' perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the…

Health status of teachers who teach physical education

OpenAIRE

Petan, Mateja

2012-01-01

The theoretical part of this thesis describes the most common health problems, defects, and injuries faced by physical education teachers in elementary schools and those who are involved in the sports education process. Presented are occupational diseases and injuries occurring among employees in the education profession. In the second, empirical part, I explored the health problems and disabilities that teachers most often face and whether these types of problems are related to the teaching ...

Role Playing in Physical Education to Teach in the Affective Domain

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Samalot-Rivera, Amaury

2014-01-01

Using role playing during physical education provides limitless opportunities for intervention and for the demonstration of personal and social qualities. The purpose of this article is to provide easy steps for implementing role playing as a strategy to teach social skills to students in the physical education setting.

Brazilian Physical Education Teachers' Beliefs about Teaching Students with Disabilities

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Hodge, Samuel R.; Haegele, Justin; Gutierres Filho, Paulo; Rizzi Lopes, Gleides

2018-01-01

The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour.…

Teaching Personal and Social Responsibility to Juniors through Physical Education

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Severinsen, Graeme

2014-01-01

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teaching responsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

Low-Cost Educational Robotics Applied to Physics Teaching in Brazil

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Souza, Marcos A. M.; Duarte, José R. R.

2015-01-01

In this paper, we propose some of the strategies and methodologies for teaching high-school physics topics through an educational robotics show. This exhibition was part of a set of actions promoted by a Brazilian government program of incentive for teaching activities, whose primary focus is the training of teachers, the improvement of teaching…

Teaching Physiology of Exercise to Reluctant Physical Educators

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Strawbridge, Marilyn

2012-01-01

Exercise physiology seems to be a course that students love or hate. Many physical education students and others involved in the related areas of health, teaching, recreation, dance, athletic training, fitness, and motor learning and development find this course a requirement at some point in their curriculum. Inquiry-based learning is an…

Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

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Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

2018-01-01

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

Challenging situations when teaching children with autism spectrum disorders in general physical education.

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Obrusnikova, Iva; Dillon, Suzanna R

2011-04-01

As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D'Zurilla's (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates' learning, and need for support.

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

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Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Educating Students to Become Culturally Competent Physical Therapists: Issues of Teaching and Assessment

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Barnes, Lisa Jayroe

2013-01-01

With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

Challenging Situations when Teaching Children with Autism Spectrum Disorders in General Physical Education

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Obrusnikova, Iva; Dillon, Suzanna R.

2011-01-01

As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D'Zurilla's (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men)…

Game Sense as a Model for Delivering Quality Teaching in Physical Education

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Light, Richard; Curry, Christina; Mooney, Amanda

2014-01-01

As a well-developed indicator of high-quality teaching in any subject area we use the New South Wales (NSW) Quality Teaching Framework (QTF) in this article to identify what might constitute quality teaching in physical education and to suggest the extent to which Game Sense pedagogy can be seen to meet the expectations of the NSW QTF. We identify…

Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

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Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

2013-01-01

The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

The Relationship between Attitudes toward Participation in Physical Activities and Motives for Choosing Teaching Physical Education as a Career

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Al-Rawahi, Nasser; Al-Yarabi, Ali

2013-01-01

This study aims at investigating the relationship between physical education teachers' attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession. Two questionnaires with a sample of 98 participants were employed as a data collection vehicle. The results showed that…

Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

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Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

2014-01-01

Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

Teaching solar physics in an informal educational space

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Aroca, S. C.

2009-02-01

Observatories and planetariums offer the possibility of developing contextualized astronomy teaching by fostering educational activities that provide access to a more authentic school science. Thus, this research consisted in developing, applying and evaluating courses about the Sun for middle, junior high school students and solar physics for high school students in an informal educational space, the CDCC/USP Astronomical Observatory. Topics of chemical composition, temperature and stellar evolution were taught in a room totally dedicated to the study of the Sun, a Solar Room, designed with simple and inexpensive equipment. The course strongly emphasized practical, observational and inquirybased activities, such as estimation of the solar surface temperature, observation of the visible solar spectrum, identication of solar absorption lines, understanding how they are produced, and what kind of information can be extracted from the observed spectral lines. Some of the course goals were to foster the comprehension of the key role played by spectroscopy in astrophysics, to contextualize contents with practical activities, and to allow interdisciplinary approaches including modern physics and chemistry in physics teaching. The research methodology consisted of a qualitative approach by fillming the whole course and performing written questionnaires and semi-structured interviews. Before the courses were applied most students conceived the Sun as a hot sphere composed of fire, sunspots as holes in the Sun and solar prominences as magma expelled by volcanoes. After the courses students presented ideas about the Sun and solar physics more closely related to the ones accepted by contemporary science. This research was not restricted to students' cognitive gains after concluding the courses, since it considered the interaction of different contexts responsible for learning in science museums. This was possible due to the theoretical framework adopted: The Contextual Model

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

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Samalot-Rivera, Amaury; Porretta, David L.

2009-01-01

The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

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Erbas, Mustafa Kayihan

2014-01-01

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE Study

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Hyndman, Brendon P.

2017-01-01

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the "Generalist Entry into Teaching Physical Education" (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A…

Analysing the problems of science teachers that they encounter while teaching physics education

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Cihat Demir

2015-12-01

Full Text Available Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.

Low-cost educational robotics applied to physics teaching in Brazil

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Souza, Marcos A. M.; Duarte, José R. R.

2015-07-01

In this paper, we propose some of the strategies and methodologies for teaching high-school physics topics through an educational robotics show. This exhibition was part of a set of actions promoted by a Brazilian government program of incentive for teaching activities, whose primary focus is the training of teachers, the improvement of teaching in public schools, the dissemination of science, and the formation of new scientists and researchers. By means of workshops, banners and the prototyping of robotics, we were able to create a connection between the study areas and their surroundings, making learning meaningful and accessible for the students involved and contributing to their cognitive development.

Program content of teaching physical education in order to prevent violence in educational institutions

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Sretenović Zoran

2013-01-01

Full Text Available The primary goal of this paper is to show the capacity of the program content of physical education in the implementation of the third specific objective of the Framework Action Plan for the Prevention of Violence in Educational Institutions. Ministry of Education brought this plan in January 2009. The third specific objective of the Framework Action Plan: Provide preventive and protective role of school sport and sporting activities of students. This paper examines the extent to which this goal is achieved, trough regular classes, after-school and extracurricular activities of physical education; indicates the capacity of the teaching field in the creation and development of a safe and supportive environment in the institution; sees level of participation by experts, council and teams in the design and implementation of sports activities in school and the extent to which these activities are implemented in the institution documents, plans and programs of experts, and larger teams; it is the sustainability of these activities achieved in school practices and also to strengthen the competence of teachers in supporting the development of students personality, communication and collaboration. In order to complete document association of council, experts and teams in the institution, there has been an insight into the school curriculum, the development plan, annual plan of the institution, protection program community of students, the curriculum of a school parliament, council of parents, higher vocational and physical education teachers and report on the implementation of the protection program. In order to document by empirical data the capacity of the teaching areas in the function of preventing violence, a sample of 46 primary schools in Sumadija area, evaluation of the implementation of sports and sports activities students in programming classes of physical education, was executed. By these results, it can be concluded that in teaching methods

Neglect of teaching in Physical Education classes the invisibility of the disciplinary knowledge

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Fernando Jaime González

2013-12-01

Full Text Available This research aimed to recognize similarities and differences in the configuration of cases of teachers of Physical Education characterized by dereliction of teaching. This study tried to understand how members of the school community, especially managers, see (if they do the teaching practices of two teachers with similar teaching propositions in the classroom, but with a different engagement with the institution.The text was constructed based on two case studies developed in 2010 in public schools in counties of northeastern states of Rio Grande do Sul.Data were collected based on semi-structured interviews and field diaries.The results indicate that the neglect of teaching is perceived by members of the school community only when the teacher rejects any proposition in class and does not respond to other needs of the school, and his action is not acknowledged. The teacher is not guided by the contents of the higher education of the school discipline, and still does not change the school routines and minimally contemplates the tradition. The knowledge addressed (or not in Physical Education classes is invisible to the eyes of school administrators

Application of Teaching Strategies for Improving Students' Situational Motivation in Physical Education

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Almolda-Tomas, Francisco J.; Sevil-Serrano, Javier; Julian-Clemente, Jose A.; Abarca-Sos, Alberto; Aibar-Solana, Alberto; Garcia-Gonzalez, Luis

2014-01-01

Introduction: Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their…

Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

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Sato, Takahiro; Hodge, Samuel R.

2016-01-01

The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

Thinking physics for teaching

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Tarsitani, Carlo; Vicentini, Matilde

1995-01-01

The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, ...

Why Teach Physical Education History?

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Patterson, Jan

2004-01-01

The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts…

Transforming physics educator identities: TAs help TAs become teaching professionals

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Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

Dialogues about teaching sports in Physical Education: an action research in continuing education

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Fernando Jaime González

2015-09-01

Full Text Available The research aimed to verify the consequences of an experience of collaborative learning and in conceptions in the teaching of sports with interaction between adversaries, the physical education teachers. Through action research, we developed a collaborative-study with a group of teachers about teaching sports invasion, for two years and a half. The results show that there are possibilities for change in the work of teachers who participate in experiences of action research, but projects of this type have a number of difficulties and challenges that need to be considered in their development to build effective conditions of exchange.

ReleQuant – Improving teaching and learning in quantum physics through educational design research

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Berit Bungum

2015-05-01

Full Text Available Quantum physics and relativity are demanding for teachers and students, but have the potential for students to experience physics as fascinating and meaningful. Project ReleQuant engaged in educational design research to improve teaching and learning in these topics in Norwegian upper secondary schools. The paper focuses on the first cycle of development of a teaching module on quantum physics and how design principles were developed. We construct the design principles by reviewing relevant research literature and conducting three pilot studies. The process resulted in the following principles for designing the quantum physics teaching module: 1 clarify how quantum physics breaks with classical physics; 2 use simulations of phenomena that cannot be experienced directly; 3 provide students to use written and oral language; 4 address and discuss wave-particle duality and the uncertainty

Medical educators' perspectives of teaching physical examinations using ultrasonography at the undergraduate level

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Irene Ma

2013-03-01

Full Text Available Background: Ultrasonography is increasingly used for teaching physical examination in medical schools. This study seeks the opinions of educators as to which physical examinations would be most enhanced by the addition of ultrasonography. We also asked when ultrasound-aided physical examination teaching could have deleterious effects if used outside its intended scope. Methods: All of the educators from the University of Calgary Master Teacher Program were invited to complete a 22-item paper-based survey. Survey items were generated independently by two investigators, with input from an expert panel (N = 5. Results: Of the 36 educators, 27 (75% completed the survey. Examinations identified to be potentially most useful included: measuring the size of the abdominal aorta, identifying the presence/absence of ascites, identifying the presence/absence of pleural effusions, and measuring the size of the bladder. Examinations thought to be potentially most harmful included: identifying the presence/absence of intrauterine pregnancy, measuring the size of the abdominal aorta, and identifying the presence/absence of pericardial effusion. Conclusions: Examinations that are potentially the most useful may also be potentially the most harmful. When initiating an ultrasound curriculum for physical examinations, educators should weigh the risks and benefits of examinations chosen.

An Appreciative Inquiry Exploring Game Sense Teaching in Physical Education

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Pill, Shane

2016-01-01

This paper reports on research framed as a strengths-based appreciative inquiry (AI) into the use of a game sense (GS) approach for sport and games teaching in physical education (PE). The aim of this research was to find the elements which sustain teachers in the use of a GS approach. This is particularly pertinent given strong advocacy for GS as…

The Use of Computer Competencies of Students in the Departments of Physical Education and Sport Teaching, and School Teaching

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Okan, Ilyas

2016-01-01

This study aims to reveal the levels of the use of computer, which is nowadays one of the most important technologies, of teacher candidate studying in the departments of Physical Education and Sport Teaching, and School teaching; also aims to research whether there is differences according to various criteria or not. In research, data were…

The education of Physics in elementary school: conceptions of the teaching staff practice

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Cleci Werner da Rosa

2007-12-01

Full Text Available This present study sought to investigate the Sciences education developed in the Elementary school, emphasizing the identification of the physical presence in the curricular subjects at this school level. For this reason, interviews were accomplished with thirty four teachers in order to allow a mapping about the current science education before the sample selected for the research. Besides the identification of the subjects approached in Sciences, the research made the investigation, in such a more specific way, of physics in the curricular programs of elementary classes possible, as well as the way this subject was present during the graduation process of the teachers were being investigated. The results of the investigation pointed to the following issues: the contents of the curricular subject of Sciences, for the level being investigated, include fairly exclusive Biology topics; the lack of experimental activities; an education linked to the concepts and methodologies presented in graduation courses of the teaching staff; the conscientiousness of these teaching staff that the national legislation gives them freedom in curricular planning and organizing, even so, they feel themselves stuck into programs previously established by Education Secretariats or by educational books; and moreover, that the difficulties to discuss Physics in Elementary school are related to its graduating process.

A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities

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Hodge, Samuel; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot-Rivera, Amaury; Sato, Takahiro

2009-01-01

The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple-case study situated in…

Multiple representations in physics education

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Duit, Reinders; Fischer, Hans E

2017-01-01

This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementati...

Greek Physical Education Teachers' Gender Biases in Learning and Teaching

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Mouratidou, Katerina; Barkoukis, Vassilis

2018-01-01

Gender biases have often been observed in physical education (PE) classes, as many teachers adopt a male-biased perspective in teaching and learning. This might affect their evaluation of students' behavior and may lead students to accept and reproduce gender biases in other social contexts. The aim of this study was to examine whether PE teachers…

Teaching School Physics. A UNESCO Source Book.

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Lewis, John L., Ed.

This UNESCO source book on teaching physics in schools provides a synthesis of views and policies prevalent throughout the world with respect to physics education. The book's contents are contributed by educators from several nations who have been able to give an international outlook in the discussion of various aspects of physics education. The…

The Role of Combatives Teaching in Physical Education, by Michal Vit and Zdenko Reguli

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Wojciech Cynarski

2016-06-01

Full Text Available Vit, M., & Reguli, Z. (2015. The Role of Combatives Teaching in Physical Education. Brno: Masaryk University. 128 pp. Retrieved from https://munispace.muni.cz/index.php/munispace/catalog/book/694 There is here a new book, dedicated to the application of martial arts elements in physical education. Sequentially are presented authors, the definition of 'combatives', discussed the contents of the book, pointing out its strengths and weaknesses. A short conclusion is finishing the review article.

An Investigation of the Class Management Profiles of Students of Physical Education and Sports Teaching Departments

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Baydar, Hacer Özge; Hazar, Muhsin; Yildiz, Ozer; Yildiz, Mehtap; Tingaz, Emre Ozan; Gökyürek, Belgin

2016-01-01

The objective of this research is to examine and analyze the class management profiles of 3rd and 4th grade students of Physical Education and Sports Teaching Departments of universities in Turkey based on gender, grade level and university. The research population comprised 375 students (170 females and 205 males) of Physical Education and Sports…

Physics Education Research and the Teaching and Learning of Physics

OpenAIRE

Rojas, Sergio

2011-01-01

A brief account of some recent controversies about the teaching and learning of physics is presented. A shorter version of this outcome was accepted by The Physics Teacher, but publication is still pending.

Factor Structure and Measurement Invariance of the Need-Supportive Teaching Style Scale for Physical Education.

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Liu, Jing-Dong; Chung, Pak-Kwong

2017-08-01

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models-configural, metric invariance, scalar invariance, and item uniqueness invariance-were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

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Key, A. [University of Kentucky (United States)

2016-06-15

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

International Nuclear Information System (INIS)

Key, A.

2016-01-01

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant

Physical education in transition

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Đokić Zoran

2017-01-01

Full Text Available The consequences of physical inactivity and insufficient education about its importance are affecting not only the length and the quality of life, but also the economic aspects, such as health care costs caused by the reduction in labour productivity of the Serbian population. Based on previous experiences of countries in transition and those that have well-arranged systems of education, in terms of teaching of physical education programmes, there are possibilities for the necessary reform of the curriculum, adapted to our abilities and needs. These are primarily related to the objectives of education - proper development and creation of positive habits regarding physical activity and health. So far, the reforms of physical education in Serbia have not produced results. The reform should be the transition from education focused on the program to education focused on the ultimate goals (knowledge, skills, and attitudes towards physical activity, i.e. the lifelong values. The objectives and outcomes of teaching physical education should be individualized according to the psychosomatic status and specific dimensions of that status. Therefore, the role and responsibility of teachers change and it is necessary to reform their education. Of course, government is very involved in all of this, at all levels - throughout strategies and campaigns to raise awareness of the nation and its knowledge about the importance of physical activity through all forms of education.

THE ATTITUDES AND INTERESTS OF FEMALE STUDENTS FOR THE TEACHING CONTENTS AND THE CLASSES OF PHYSICAL EDUCATION

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Goran Šekeljić

2011-08-01

Full Text Available In this paper, using as a sample of 142 fourth-grade female pupils from three primary schools in Uzice and Pozega, their interests for physical education classes and the teaching contents in this subject have been examined. The results of the research point to the fact that the girls of this age are interested in basketball, handball and football. This fact should be considered when making the teaching curricula The results of the research point to the fact that the girls of this age like physiacal education and that it is their favourite school subject. On the basis of that fact it is possible to draw an indirect conclusion that the classes have been realized on the methodological level which presupposes obtaining the highest goal of physical education, and that is being involved in physical activity.

Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

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Hodges, Michael G.; Kulinna, Pamela Hodges; van der Mars, Hans; Lee, Chong

2016-01-01

The purpose of this study was to determine students' health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher…

Examination of the Attitudes of School of Physical Education and Sports Students towards Teaching Profession in Terms of Various Variables

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Cetinkaya, Turan; Kirtepe, Abdurrahman; Ugurlu, Fatih Mehmet

2018-01-01

The aim of this research is to determine the attitudes of the students who are studying in the physical education and sports departments towards the teaching profession. 244 students attending Ahi Evran University School of Physical Education and Sports and Firat University Sports Sciences Faculty Physical Education and Sport Teacher Training,…

A Content Analysis of Qualitative Research in the Journal of Teaching in Physical Education from 1998 to 2008

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Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

2012-01-01

Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that…

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

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Zhang, J. [University of Kentucky (United States)

2016-06-15

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

International Nuclear Information System (INIS)

Zhang, J.

2016-01-01

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant

Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers

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Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

2018-01-01

Background: Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE…

Investigating physics teaching and learning in a university setting

International Nuclear Information System (INIS)

Jenaro Guisasola, Jenaro; Zuza, Kristina; De Cock, Mieke; Bollen, Laurens; Kanim, Stephen; Ivanjek, Lana; Van Kampen, Paul

2015-01-01

Most of the initiatives taken by the European Community and by other countries internationally in the field of science education focus on elementary and secondary levels of education, and relatively few reports have analysed the state of science education in higher education. However, research in science education, and in particular in physics education, has shown repeatedly that the way teachers teach in elementary and secondary school is strongly influenced by their own prior experience as university students. The education that future professionals, such as scientists, engineers and science teachers, receive at the university is worthy of study, because it allows us to investigate student learning relatively independently of developmental issues, and because of the more rigorous treatment of physics topics at the university level. For these reasons, it seems appropriate to identify, analyse and provide solutions to the problems of teaching and learning related to the university physics curriculum. In this symposium, we present examples of physics education research from different countries that is focused on physics topics

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

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Wang, Lijuan; Wang, Min; Wen, Hongwei

2015-01-01

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data…

Effective Teaching Methods--Project-based Learning in Physics

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Holubova, Renata

2008-01-01

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

Curriculum of broaden education and theory of teaching activity in school Physical Education

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Sirléia Silvano

2016-05-01

Full Text Available This paper focuses on the conception of curriculum with broaden character in Physical Education and Davidov and Leontiev’s learning theory as possibility of focusing on human education in the omnilateral perspective. We endorse the necessity that the curriculum dynamics – dealing with knowledge, school systematization and standardization of school practices – becomes effective in a curriculum of broaden character. We consider that dealing with knowledge involves the necessity to create conditions that promote the transmission and assimilation of school knowledge. We refer therefore to a scientific direction of the teaching process, in other words, that the teacher leads the student to enter into study activity; from abstract knowledge rising to concrete theoretical knowledge, which is brought about by curriculum organization from a broaden conception.

Critical Thinking in Physical Education

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Humphries, Charlotte

2014-01-01

Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

CONVERSATIONS IN THE TEACHING INTERNSHIP: THE EMERGENCE OF THE POTENTIAL OF VIRTUAL LEARNING OBJECTS BY PEDAGOGICAL MEDIATION IN PHYSICS TEACHING

OpenAIRE

Berenice Vahl Vaniel; Débora Pereira Laurino

2013-01-01

In this article we attempt to explain a study experienced in Teaching Internship, of the Graduate Course in Physics, discipline of Physics Education Activities II, Federal University of Rio Grande-FURG. The activities developed aimed to experience teaching as an interactive and reflective process, and also investigate the potential of virtual learning objects (OV) for educational activities in physics teaching. The concepts of recursion, recursiveness and structural coupling, present in Biolo...

What Controls the Teaching of "Friluftsliv"? Analysing a Pedagogic Discourse within Swedish Physical Education

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Backman, Erik

2011-01-01

Research indicates that outdoor teaching practices within a physical education (PE) context are controlled by several factors with the potential to weaken or strengthen PE teachers' communication of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that…

Teaching Personal and Social Responsibility Model-Based Programmes in Physical Education: A Systematic Review

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Pozo, Pablo; Grao-Cruces, Alberto; Pérez-Ordás, Raquel

2018-01-01

The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords "responsibility model" and…

The Complementary Teaching of Physics and Music Acoustics - The Science of Sound

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Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.

Team teaching as an innovative approach in education at higher education institutions

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Karmen Knežević

2012-12-01

Full Text Available In order to achieve maximum motivation and success in teaching students in higher education, it is necessary to use different forms of teaching. The aim of this article is to define the form of team teaching and to identify the advantages and disadvantages of it. For this purpose a team teaching lecture of English and physics was held with eleven students in the fourth semester at the Department of Physics at the University of Josip Juraj Strossmayer in Osijek. During the research and preparation for this team teaching lecture a number of open questions appeared and were answered by the authors / teachers. The results of the team teaching lecture and mutual gained experience (teacher – student show that this innovative approach provides a richer educational environment both for students and for teachers, which increases the efficiency of the teaching process. This form of teaching enabled teachers and students new roles in the educational system, which is a key factor in increasing the competitiveness at colleges, universities and study programs. However, a successful implementation of team teaching requires common elements of the team members that need to be aligned with the curriculum and other participants in the educational process.

An Ecological Examination of an Urban Sixth Grade Physical Education Class

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James, Alisa R.; Collier, Douglas

2011-01-01

Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

Physics Teaching in Times of Change

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Dykstra, Dewey

2006-05-01

Powerful political forces have been at play in building a mandate to change the schools. The latest, on-going manifestation is in the No Child Left Behind Act, but the mandate for change was being formulated in the early 1980s in the A Nation at Risk report. As physicists we may feel somewhat removed from such goings on, but our children attend school and their teachers come through our classrooms. Physics education research offers extensive, carefully collected data on the consequences of standard physics teaching. The data challenges conventional beliefs about physics learning. It is said that times of crisis represent both opportunity and danger. Because the mandates to change are up to the individual states, each of us in our own state has the opportunity to shift the focus in physics/science teaching toward something better. We also face the danger that existing physics/science teaching will be even more deeply entrenched than it already is.

Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.

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Li, Weidong; Xiang, Ping; Gao, Zan; Shen, Bo; Yin, Zhihua; Kong, Qingtao

2016-01-01

Purpose: This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013. Methods: A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion…

Reform of Medium Education and Physical education: an abyss for the future

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Robson dos Santos Bastos

2017-09-01

Full Text Available It develops analyzes on the reform of secondary education proposed by Provisional Measure . 746, now Law 13.415/17, and its implications in the future of Physical Education. Part of the following scientific question: What are the perspectives for the future of Physical Education in the face of the reform of secondary education proposed by the new educational policy? As methodological strategy a documentary study was developed, having as a source of analysis the texts of the MP and the law that ratifies it, besides the notes published by different entities related to education and Physical Education. The study indicates that the reform of high school will imply significantly in Physical Education in three fields: in its teaching in basic education, in teacher training and in teaching work.

Exploration on Effective Ways of Moral Education in University Physical Education Class

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Xionghuai Guo

2014-05-01

Full Text Available Physical education (PE can improve the students’ physical quality and it is meanwhile an important means of developing the students’ moral quality. In PE teaching activities, we should use proper teaching method to foster PE spirit and mind the details in teaching which contribute to the formation of the students’ PE spirit. In a period when teaching reform keeps deepening, developing PE spirit is a higher goal in PE teaching. It not only toughens the students but also enhances the students’ moralities of discipline, honesty, intelligence, activity and enterprise, to grasp PE characteristics and deliberately co-mingle moral education (ME.

PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

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Manuel Vizuete Carrizosa

2014-11-01

The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

The professional methodological teaching performance of the professor of Physical education. Set of parameters for its measurement

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Orlando Pedro Suárez Pérez

2017-07-01

Full Text Available This work was developed due to the need to attend to the difficulties found in the Physical Education teachers of the municipality of San Juan and Martínez during the development of the teaching-learning process of Basketball, which threaten the quality of the classes, sports results and preparation of the School for life. The objective is to propose parameters that allow measuring the professional teaching methodological performance of these teachers. The customized behavior of the research made possible the diagnosis of the 26 professors taken as a sample, expressing the traits that distinguish their efficiency, determining their potentialities and deficiencies. During the research process, theoretical, empirical and statistical methods were used, which permitted to corroborate the real existence of the problem, as well as the evaluation of its impact, which revealed a positive transformation in pedagogical practice. The results provide a concrete and viable answer for the improvement of the evaluation of the teaching-methodological component of the Physical Education teacher, which constitutes an important material of guidance for methodologists and managers related to the instrumental cognitive, procedural and attitudinal performance , In order to conduct from the precedent knowledge, the new knowledge and lead to a formative process, with a contemporary vision, offering methodological resources to control the quality of Physical Education lessons.

Learning to teach motor games with others: Of being able to play at intervening as a teacher of Physical Education

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Ivana Verónica Rivero

2010-11-01

Full Text Available During their training, students of Physical Education construct theoretical and practical knowledge about already known corporal practices. They learn about already known concepts. They re-define practical knowledge in a higher level of complexity and abstraction, assigning them educational value that will be the basis of their professional intervention. When they are taught to propose 'games which are not games proper' [activities or sports that the teacher presents as games, though not everybody can play them, the student of Physical Education has theoretical elements that support the use of the game as a pedagogic resource [both as content of other axes or as methodological strategy for the teaching of sports or motor skills]. Nevertheless, when teachers teach them to suggest popular games to amuse themselves, they find it difficult to plan and to justify their future intervention. The final results of a qualitative research, presented as a thesis for a master's degree, show that in Physical Education various forms of motor games are taught but only one way to play them: the not ludic one. One teaches to subordinate the way of playing to the form of the games proposed by the teacher. One teaches to move within the frame of the rules of the game, and to put the body at the service of the game

The Web Quest: Its Impact on Developing Teaching Skills of Physical Education Student Teachers

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Mohamed, Haythem Abdel Mageed; El Rheem, Rasha Nageh Ali Abd

2010-01-01

The purpose of this study was to determine the extent to which the use of WebQuests would impact the teaching performance of the physical education (PE) teacher candidates enrolled in Minia University. Twenty-eight, third-year teacher candidates were involved in the study (N = 28) and were randomly divided into two groups: a control and…

The new technologies and the use of telematics resources in Scientific Education: a computational simulation in Physics Teaching

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Antonio Jorge Sena dos Anjos

2009-01-01

Full Text Available This study presents a brief and panoramic critical view on the use of Information and Communication Technologies in Education, specifically in Science Education. The focus is centred in the resources of technology, emphasizing the use and adequate programs for Physics Teaching.

THE COMPARISON OF EMOTIONAL INTELLIGENCE AND HAPPINESS OF THE PRESERVICE TEACHERS IN THE DEPARTMENT OF PHYSICAL EDUCATION AND SPORTS TEACHING WITH SOME PRESERVICE TEACHERS IN OTHER DEPARTMENTS

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Emre Ozan TİNGAZ

2014-07-01

Full Text Available The aim of this study is to compare the emotional intelligence and happiness of students who receive education in the departments of physical education and sports teaching, primary school mathematics teaching, music teaching and art teaching. This study was carried out via using relational screening model. The sample of the study was comprised of the students who received education in the departments of physical education and sports teaching, primary school mathematics teaching, music teaching and art teaching in Gazi University in the academic years of 2013 - 2014. The population of th is study included 434 students in total (N=434.The number of female students is (N=308 while the number of male students is (N=124. In this study, three different measure tools were used. These are Oxford Happiness Scale, Schutte Emotional Intelligence Scale and Personal Information Form. According to the result of the study, average of happiness values of the students in the department of physical education and sports teaching (114.33 ± 17.53 was found higher than the average values of the students in the department of primary school mathematics teaching. Average of use of Emotions and Evaluation of Emotions in the students who are in the department of music teaching (24,07±3,05 was found higher than the average values of the students in the department of primary school mathematics teaching.

Physics Teaching and Learning Methods: Comparison between the Developed and Developing Country Approach

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Deb, Pradip

2010-07-01

As a fundamental basis of all natural science and technology, Physics is the key subject in many science teaching institutions around the world. Physics teaching and learning is the most important issue today—because of its complexity and fast growing applications in many new fields. The laws of Physics are global—but teaching and learning methods of Physics are very different among countries and cultures. When I first came in Australia for higher education about 11 years ago with an undergraduate and a graduate degree in Physics from a university of Bangladesh, I found the Physics education system in Australia is very different to what I have experienced in Bangladesh. After having two graduate degrees from two Australian universities and gaining few years experience in Physics teaching in Australian universities, I compare the two different types of Physics education experiences in this paper and tried to find the answer of the question—does it all depend on the resources or internal culture of the society or both. Undergraduate and graduate level Physics syllabi, resources and teaching methods, examination and assessment systems, teacher-student relationships, and research cultures are discussed and compared with those in Australia.

The National Physical Education Standards and Grade-Level Outcomes: The Future of Elementary Physical Education

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Holt/Hale, Shirley Ann; Persse, Dan

2015-01-01

It is during the early educational years that skills are developed, habits are formed, and values are shaped. The skills for a lifetime of physical activity are developed through quality teaching, deliberate practice, assessment and reflection. Research supports the importance of elementary physical education experiences and the importance of…

Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

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Jolly, Pratibha

2009-04-01

It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

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Manuel Vizuete Carrizosa

2014-10-01

Full Text Available Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies.The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

Learning of Teaching in the Professional Socialization in Physical Education

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Samuel de Souza Neto

2017-05-01

Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

The Doxa of Physical Education Teacher Education--Set in Stone?

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Larsson, Lena; Linnér, Susanne; Schenker, Katarina

2018-01-01

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

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Hordvik, Mats M.; MacPhail, Ann; Ronglan, Lars T.

2017-01-01

Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One…

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

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Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

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Engström, Susanne; Carlhed, Carina

2014-09-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

Physics and Physics Education at Clarion University

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Aravind, Vasudeva

Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines.

Adopting a Models-Based Approach to Teaching Physical Education

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Casey, Ashley; MacPhail, Ann

2018-01-01

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have…

Using Humor in Physical Education

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Barney, David; Christenson, Robert

2013-01-01

Humor can be extremely beneficial in everyday life, whether giving or receiving it. It can be used to lighten the mood, give encouragement, or make corrections. Humor in physical education is no exception. Physical educators can use humor as a teaching tool and to create an environment for students to acquire the knowledge to practice a lifetime…

University Students' Attitudes toward Physical Education Teaching

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Li, Fengjuan; Chen, Junjun; Baker, Miles

2014-01-01

While there have been many studies into students' attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students' attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of…

Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

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Zhu, Xihe; Haegele, Justin A.; Davis, Summer

2018-01-01

The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

Perceived Teaching Behaviors and Self-Determined Motivation in Physical Education: A Test of Self-Determination Theory

Science.gov (United States)

Koka, Andre; Hagger, Martin S.

2010-01-01

In the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' self-determined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these…

The Relationships between Perceived Teaching Behaviors and Motivation in Physical Education: A One-Year Longitudinal Study

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Koka, Andre

2013-01-01

This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and…

An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

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Ozer, Tugce; Demirel, Duygu H.

2017-01-01

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

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Goldstein, Olzan

2016-01-01

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin

Science.gov (United States)

Kelani, Raphael R.; Gado, Issaou

2018-01-01

Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in…

Using Sport Education to Teach the Lifetime Sport of Golf

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Scarboro, Shot; Pritchard, Tony

2015-01-01

Golf is a lifetime sport activity that can be taught in physical education classes. How one teaches golf in physical education could influence whether students will want to continue to participate outside of physical education. The sport education model (SEM) is an instructional model that promotes student learning in all three domains by ensuring…

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

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Peter R Whipp

2015-02-01

Full Text Available Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education. Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT program upon psychosocial, behavioral, pedagogical and student learning outcomes within high school physical education classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59 were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach. Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in physical education.

Medical imaging physics teaching to radiologic technologists in Kuwait

International Nuclear Information System (INIS)

Ballani, Nasser S.; Sukkar, Ibrahim

2005-01-01

Physics of X-radiation and medical imaging is an important subject (among others) in the education and preparation of skilful and problem-solving radiologic technologists. This short communication gives a brief explanation of the physics courses at the Department of Radiologic Science, Faculty of Allied Health Sciences, Kuwait University, Kuwait. The methods of teaching and assessing the physics courses offered to radiographers as part of their education are also explained

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

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Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

Some Live Issues of the Physics Teaching in all the School Levels

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Mico, Silvana; Mandili, Jorgo

2010-01-01

In many countries the levels of social and economic development are also the determinants of education policies. During the last 10 years Albania had new developments in social and economic environment, but the education policies has remain the same or have been almost insignificantly enhanced. It isn't our intention discussing these policies, but just expressing some considerations according to the most recent experience and our vision. These considerations regard the teaching physics quality in all the school levels. It's truth that students have serious difficulty in understanding physics. We have tried to understand why this happens and how we can help them? In this paper we identify some teaching and learning problems and argue importance of using of educational philosophy, cognitive theory and pedagogical research to change our teaching of physics.

Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

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Heidorn, Brent; Jenkins, Deborah Bainer

2015-01-01

Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

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Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

Science.gov (United States)

Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

2018-01-01

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

Fostering Inclusion and Positive Physical Education Experiences for Overweight and Obese Students

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Rukavina, Paul B.; Doolittle, Sarah A.

2016-01-01

Overweight and obese students are often socially and instructionally excluded from physical education and school physical activity opportunities. This article describes teaching strategies from a study of middle school physical education teachers who are committed to providing effective teaching and positive experiences for overweight and obese…

Science Understanding through Playground Physics: Organized Recess Teaching (SUPPORT)

Science.gov (United States)

Kincaid, Russell

2010-03-01

From 1995-2007, U.S. science students in grade four scored higher than the scaled TIMSS average, but their scores did not improve over this time. Moreover, in the area of physical science, the U.S. scored significantly lower than several Asian countries, as well as Russia, England, and Latvia (TIMSS). Methods to enhance student achievement in science are still being sought. An approach to utilizing playground equipment as a teaching tool for a variety of physics concepts was developed as a physical science teaching method. This program established an appropriate set of experiments, coordinated the effort with local school districts, and implemented a brief pilot study to test the teaching methodology. The program assigned undergraduate middle school science education majors to teach small groups of fourth grade students. The experimental group used the newly developed ``Playground Physics'' methodology while the control group used traditional approaches. Follow up activities will include an expansion of the duration and the scope of the program.

Towards a theory of physics curriculum - teaching physics as a culture

International Nuclear Information System (INIS)

Galili, I.

2005-01-01

Full Text:The crisis in physics education necessitates searching for new meanings of physics knowledge and a new approach to physics curriculum. In our recent study such a new approach was suggested. It renders physics as the dialogue among discipline cultures, rather than as a cluster of disciplines to be an appropriate subject of physics curriculum. This is instead of a regular linear curriculum in which each part ignores, as much it can, its previous and especially future parts. A discipline-culture identifies the elements of knowledge as belonging to either central principles and paradigms nucleus, normal disciplinary knowledge or periphery rival to the nucleus knowledge of the subject. Although physics cannot be represented as a simple wholeness of a single tripartite (triadic) structure (deconstruction of physics), it provides a new vision of physics curriculum representing physics as a culture (the meaning of culture is defined with regard to scientific knowledge). Fundamental physics disciplines are bound together by common epistemology and maintain a conceptual discourse instead of mutual ignoring. Teaching physics as a culture provides a polyphonic space reflecting the actual structure of the modern physics. The new vision of physics curriculum naturally incorporates the studies of students misconceptions in learning physics and elements from the history of science; it suggests new models of individual conceptual change and scientific revolutions. This approach provides a new perception of students typology, instead of the oversimplified (Snows) good and bad in exact sciences. We exemplified this new approach by a new textbook for teaching Optics (and initially proved its effectiveness in terms of physics teaching research

Continuing education in physical education at school: principals and challenges for a critical education project

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Marina Ferreira de Souza Antunes

2017-06-01

Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

Teaching Traditions in Physical Education in France, Switzerland and Sweden: A Special Focus on Official Curricula for Gymnastics and Fitness Training

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Forest, Emmanuelle; Lenzen, Benoît; Öhman, Marie

2018-01-01

The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the…

Teaching Radiology Physics Interactively with Scientific Notebook Software.

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Richardson, Michael L; Amini, Behrang

2018-06-01

The goal of this study is to demonstrate how the teaching of radiology physics can be enhanced with the use of interactive scientific notebook software. We used the scientific notebook software known as Project Jupyter, which is free, open-source, and available for the Macintosh, Windows, and Linux operating systems. We have created a scientific notebook that demonstrates multiple interactive teaching modules we have written for our residents using the Jupyter notebook system. Scientific notebook software allows educators to create teaching modules in a form that combines text, graphics, images, data, interactive calculations, and image analysis within a single document. These notebooks can be used to build interactive teaching modules, which can help explain complex topics in imaging physics to residents. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Barriers to Teaching Introductory Physical Geography Online

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Ritter, Michael E.

2012-01-01

Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

Applying Self-Determination Theory to Understand the Motivation for Becoming a Physical Education Teacher

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Spittle, Michael; Jackson, Kevin; Casey, Meghan

2009-01-01

This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal…

CONVERSATIONS IN THE TEACHING INTERNSHIP: THE EMERGENCE OF THE POTENTIAL OF VIRTUAL LEARNING OBJECTS BY PEDAGOGICAL MEDIATION IN PHYSICS TEACHING

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Berenice Vahl Vaniel

2013-12-01

Full Text Available In this article we attempt to explain a study experienced in Teaching Internship, of the Graduate Course in Physics, discipline of Physics Education Activities II, Federal University of Rio Grande-FURG. The activities developed aimed to experience teaching as an interactive and reflective process, and also investigate the potential of virtual learning objects (OV for educational activities in physics teaching. The concepts of recursion, recursiveness and structural coupling, present in Biology of Knowledge, subsidized the construction of the argument that there is a need of living, discussion and problematization in a recursive and recurring way of methodological issues related to the use of digital technologies in the context of Physics graduate courses. The analysis of this experience was based on the methodology of Discursive Textual Analysis, Moraes (2003, consisting of three phases: unitarization, categorization and meta-text. The results indicated by analysis are presented in two categories: Conversations about opportunities to teach Physics and Conversations on students’ production: the emergence of the potential of OV by pedagogical mediation, both guided by listening to the other and by recursive talk.

Concerns of the Novice Physical Education Teacher

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Gordon, Evelyn J.

2016-01-01

The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

PARENTS’ EXPECTATIONS OF THE TEACHING AND LEARNING ISLAMIC EDUCATION

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Nur Hasanah

2016-06-01

Full Text Available The focuses of this research is on parents’ expectation of the teaching and learning Islamic Education among students of SDLB N Ungaran. The subject is Islamic Education teachers and the parents of students in SDLB N Ungaran. The methods of data collections are observation, interview and documentation. The technique of data analysis is inductive analysis. The result shows that the teaching and learning Islamic Education among students of SDLB N Ungaran is generally almost the same with the teaching and learning Islamic Education among students of general school. The difference is only in the psychological aspect. The majority of parents’ expectation of the teaching and learning Islamic Education is the same: in order the students can understand and apply the subject of Islamic Education in their everyday life so that they can become the righteous children. The factors that support the teaching and learning Islamic Education among students of SDLB N Ungaran are the Islamic Education teachers’ patients and meticulous, cooperation between parents, teachers and the school, the extracurricular subjects which are suitable with the students’ talent and ability, and teachers’ creativity in teaching and learning. The factors that hinder the teaching and learning Islamic Education are inefficient and ineffective time (not suitable with the students with physical disabilities, using the same curriculum with the curriculum in the general school, the low quality teachers, and the lack of teaching and learning facilities. 

The ways of teaching process optimization in physical education of the students’ special medical group

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U.A. Bukov

2013-06-01

Full Text Available Purpose – to identify the effectiveness of the use of innovative approaches in physical education teaching process of special medical group students. The study involved 15 boys aged 13-14 years. The lesson include exercises consisting of the elements of Pilates, yoga and static body-oriented therapy. The proposed program of physical exercises performed by students in the main part of the lesson and took the volume to 80% of the time. Set to increase the functionality of the skeletal muscles, the adaptive capacity of cardio-respiratory system, the health and strength of the nervous system, optimization of anthropometric indices, improved spinal mobility. A high degree of efficiency in the learning process of innovation of general preventive and therapeutic intervention is identified. Proposed to use in the educational process modern methods of prevention and correction

(Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

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Jayantilal, Kumar; O'Leary, Nick

2017-01-01

The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

The role of mathematics for physics teaching and understanding

Science.gov (United States)

Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

2016-05-01

-1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

Science.gov (United States)

Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

2015-01-01

The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

Science.gov (United States)

Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.

2018-01-01

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

Curricula Equity in Required Ninth-Grade Physical Education.

Science.gov (United States)

Napper-Owen, Gloria E.; Kovar, Susan K.; Ermler, Kathy L.; Mehrhof, Joella H.

1999-01-01

Surveyed high school physical educators regarding required physical education programs, examining hidden curriculum about gender equity and culture. Team sports dominated the instructional units. Teachers had problems involving all students in coeducational activities. Female teachers were more apt to teach outside their socially accepted area of…

Education Research in Physical Therapy: Visions of the Possible.

Science.gov (United States)

Jensen, Gail M; Nordstrom, Terrence; Segal, Richard L; McCallum, Christine; Graham, Cecilia; Greenfield, Bruce

2016-12-01

Education research has been labeled the "hardest science" of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research-as a scientific field of study-examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person's life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, the profession still lacks a robust and vibrant community of education researchers. In this perspective article, the American Council of Academic Physical Therapy Task Force on Education Research proposes a compelling rationale for building a much-needed foundation for education research in physical therapy, including a set of recommendations for immediate action. © 2016 American Physical Therapy Association.

Critical thinking in physics education

Science.gov (United States)

Sadidi, Farahnaz

2016-07-01

We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

Perceived teaching behaviors and self-determined motivation in physical education: a test of self-determination theory.

Science.gov (United States)

Koka, Andre; Hagger, Martin S

2010-03-01

In the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' self-determined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these effects. Secondary school students (N=498) ages 12-17 years completed measures of perceived teaching behaviors for seven dimensions: (a) democratic behavior, (b) autocratic behavior (c) teaching and instruction, (d) situation consideration, (e) positive general feedback, (f) positive nonverbal feedback, and (h) negative nonverbal feedback. They also completed measures of perceived satisfaction for competence, autonomy, relatedness, and self-determined motivation. A path-analytic model revealed a positive, indirect effect of perceived positive general feedback on self-determined motivation. The effects of perceived autocratic behavior and negative nonverbal feedback were direct and negative, whereas the effects of teaching and instruction and situation consideration were direct and positive. Results suggest that feedback, situation consideration, and teaching and instruction are essential antecedents to self-determined motivation.

Four discourse models of physics teacher education

OpenAIRE

Larsson, Johanna; Airey, John

2017-01-01

In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little ...

The role of mathematics for physics teaching and understanding

International Nuclear Information System (INIS)

Pospiech, G; Geyer, M.A.; Eylon, B.; Bagno, E.; Lehavi, Y.

2015-01-01

That mathematics is the “language of physics” implies that both areas are deeply interconnected, such that often no separation between “pure” mathematics and “pure” physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers’ background and experiences. The results fit well into the derived model of PCK.

Early Childhood Teachers' Views about Teaching Physical Education: Challenges and Recommendations

Science.gov (United States)

Tsangaridou, Niki

2017-01-01

Background: Educational scholars emphasize that in order to gain a better understanding of the complexity of teaching, greater attention needs to be paid to teachers' views and perceptions of the challenges and barriers of teaching. Purpose: The purpose of this study was to describe preschool teachers' views and perceptions of the main challenges…

Analysis of Risk Management in Adapted Physical Education Textbooks

Science.gov (United States)

Murphy, Kelle L.; Donovan, Jacqueline B.; Berg, Dominck A.

2016-01-01

Physical education teacher education (PETE) programs vary on how the topics of safe teaching and risk management are addressed. Common practices to cover such issues include requiring textbooks, lesson planning, peer teaching, videotaping, reflecting, and reading case law analyses. We used a mixed methods design to examine how risk management is…

Methodology for the development of teaching vocational guidance from physics classes in high school

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Yamila García-Carrión

2016-11-01

Full Text Available Pre-university education has as one of its aims to achieve the polytechnic and vocational training of students, which is why it is necessary, vocational guidance thereof, to professions requiring the country, giving priority to teaching, hence this, which is a priority in the education system. The scientific research problem is expressed in the shortcomings revealed in the conception and development of the process of teaching vocational career orientation Physics, from the classes of this subject in high school. As an object the process of learning of physics in high school is required. the development of a methodology for the development of professional orientation of physics teaching career, from the classes of this subject in high school, based on an educational model that theoretically systematize the research and pre-professional approaches are proposed.

"Whole" Ballet Education: Exploring Direct and Indirect Teaching Methods

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Choi, Euichang; Kim, Na-ye

2015-01-01

The purpose of this study was to explore teaching methods for whole ballet in Korean ballet education. This study built upon a first phase of research that identified the educational content of "whole" ballet. Four dimensions were identified as the educational content: "physical," "cognitive," "emotional"…

Experimental Longitudinal Test of the Influence of Autonomy-Supportive Teaching on Motivation for Participation in Elementary School Physical Education

Science.gov (United States)

Leptokaridou, Elisavet T.; Vlachopoulos, Symeon P.; Papaioannou, Athanasios G.

2016-01-01

The present study examined the efficacy of autonomy-supportive teaching during elementary school physical education (PE) in influencing pupils' enjoyment, fear of failure, boredom and effort. A sample of 54 pupils attending fifth and sixth grades comprised the control group (typical instruction; n = 27) and the experimental group…

Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

Science.gov (United States)

Jin, Jooyeon; Yun, Joonkoo

2013-07-01

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

Preparing prospective physics teachers to teach integrated science in junior high school

Science.gov (United States)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

THE USE OF TEACHING METHODS IN CLASS MAIN PART OF THE PHYSICAL EDUCATION

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Enver Međedović

2008-08-01

Full Text Available Physical education as compulsory form of education has its own structure, which has different structure from the other subjects. The differences are especially spotted throw metodicalad mission, also throw working methods which are different, dipending of unit which has been done, method which will be used in main or simple part of class depends on aims and subject matters of cimesiolical operaters (these are simple teaching aids, it also dependes of age and sex, depends of relation between teacher and pupil and of course of laws on which is built this subject. Throw empirical researches on representativle sample of 56 home room teachers, it showed that the most used method is demonstrative and it also showed the importance of methods which are used in this subject. These results which are gained throw instrumental researches of questionnaire, are represented in charts, graphics and texts.

Teaching to the Fore at Physics on Stage

CERN Document Server

2000-01-01

European Comissioner for research Philippe Busquin tries to catch the Physics on Stage balloon. Next to him on the right: Christian Rovsing, from the European Parliament and CERN Director General Luciano Maiani. ‘What I have just seen is essential for the construction of Europe’, said European Commissioner for Research Philippe Busquin after visiting the Physics on Stage festival held at CERN last week. This event brought together some 450 physics teachers from member states of CERN, ESA, and ESO for a celebration of all that is best in physics teaching across Europe. Europe’s three principal international physics research organizations collaborated on the event to address the current crisis in physics education on several fronts. The diversity of the CERN festival reflected this. Performances and presentations ranging from pure theatre to pure science were made by participating countries. A ‘Physics Fair’ allowed each country to show-off the ways it thinks that physics education could be made more appe...

Modeling of Teaching 5th-7th-Grade Boys Physical Exercises

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Т. Г. Абдулхалікова

2017-09-01

Full Text Available The research objective is to determine the effectiveness of orthogonal variants of teaching 5th-7th graders physical exercises. Materials and methods. The participants in the research were boys of the 5th grade (n = 32, 6th grade (n = 40, 7th grade (n = 52. To achieve the tasks set, the research used the following methods: analysis of scientific and methodological literature; pedagogical testing, pedagogical observation, timing of educational tasks; pedagogical experiment, medical and biological research methods; methods of mathematical statistics, methods of mathematical experiment planning. In order to achieve the objective set, the research has studied the effect of different variants of the educational process structure, namely: the number of repetitions (х1 and rest intervals (х2 when learning the technique of performing physical exercises. The research has conducted a complete factor experiment of type 22. According to the experiment plan, the 5th-7th graders were divided into training groups. In total, there were 12 experimental groups organized. Research results. The analysis of the regression equations shows that the teaching of physical exercises to the 5th-7th-grade boys is mostly influenced by rest intervals between repetitions (х2. The number of repetitions (х1 has somewhat less influence. The interaction of these factors is insignificant when teaching physical exercises and becomes much more influential only when teaching a switch leg pull-over exercise (х1х2. Conclusions. To increase the effectiveness of teaching 5th-7th graders physical exercises, it is necessary to shorten rest intervals between repetition to 60 s and to reduce the number of repetitions to six. When teaching boys the switch leg pull-over exercise, rest intervals should be increased to 120 s and the number of repetitions — to twelve.

Becoming a Health and Physical Education (HPE) Teacher: Student Teacher "Performances" in the Physical Education Subject Department Office

Science.gov (United States)

Rossi, Tony; Sirna, Karen; Tinning, Richard

2008-01-01

This study considered how physical education teacher education students "perform" their "selves" within subject department offices during the practicum or "teaching practice". The research was framed by a conceptual framework informed by the work of Goffman on "performance" and "front". The findings revealed three common performances across the…

Teachers' approaches to teaching physics

Science.gov (United States)

2012-12-01

Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

Understanding Hemophilia. Implications for the Physical Educator.

Science.gov (United States)

Coelho, Jeffrey D.

1998-01-01

Describes hemophilia and ways to provide appropriate physical education experiences to children with hemophilia. The article focuses on what hemophilia is, how to treat hemophilia, benefits of physical activity, how to teach children with hemophilia, choosing and modifying sports and activities, and safety and emergency situations. (SM)

PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

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Arto Gråstén

2012-06-01

Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

Physical Education Teachers' Career-Long Professional Learning: Getting Personal

Science.gov (United States)

Makopoulou, Kyriaki; Armour, Kathleen M.

2011-01-01

The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

Towards a more communicative and environmental teaching of english in Physical Culture

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Fernando Emilio Valladares Fuente

2014-12-01

Full Text Available The environmental education is an educational permanent process and systematic aimed at the integrated formation of the personality by taking into consideration the natural, socioeconomic, political and cultural factors, the education in its formative and instructive function takes an irreplaceable and necessary value in the school. The teaching of the English language offers possibilities of communication, interaction and culture for the attainment of this formation. In this work the author demonstrates how the environmental education encourages the process of teaching-learning of the English language for the advantages that it provides to the student by grouping the communicative forms per contexts and in a bilateral way this teaching contributes to the environmental education of the students of physical culture in the possibilities to research on the environmental topics of more concern so as to express ideas of the more competent possible form from the English language as a form of communication. This work takes part of a system of activities of learning to contribute to the environmental education from the English language that is found at present in the period of generalization in the faculties of physical culture of the country according the national meeting aggreement of the discipline Language in February of this year 2014.

The teaching of physics and related courses to residents in radiation oncology

International Nuclear Information System (INIS)

Dunscombe, P.

1989-01-01

A survey of physics and related teaching to radiation oncology residents in 21 Canadian cancer centres was undertaken in December 1987 and January 1988. This survey illustrates a very considerable variation in the formal teaching of physics to aspiring radiation oncologists with, for example, the number of hours offered ranging from 40 to 160 in those 10 centres that have a training program. It would appear to be of benefit to radiation oncology residents, those charged with teaching them, and the radiation oncology community as a whole, to develop specific guidelines for this aspect of resident education. (8 refs., tab.)

The teacher benefits from giving autonomy support during physical education instruction.

Science.gov (United States)

Cheon, Sung Hyeon; Reeve, Johnmarshall; Yu, Tae Ho; Jang, Hue Ryen

2014-08-01

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

Science.gov (United States)

Sato, Takahiro; Haegele, Justin Anthony; Foot, Rachel

2017-01-01

Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments,…

What Can We Learn from PER: Physics Education Research?

Science.gov (United States)

Singh, Chandralekha

2014-01-01

Physics Education Research (PER) focuses on understanding how students learn physics at all levels and developing strategies to help students with diverse prior preparations learn physics more effectively. New physics instructors are encouraged to visit http://PhysPort.org, a website devoted to helping instructors find effective teaching resources…

Physics in Films: A New Approach to Teaching Science

OpenAIRE

Efthimiou, Costas J.; Llewellyn, Ralph

2004-01-01

Over the past year and a half we have developed an innovative approach to the teaching of `Physical Science', a general education course typically found in the curricula of nearly every college and university. The new approach uses popular movies to illustrate the principles of physical science, analyzing individual scenes against the background of the fundamental physical laws. The impact of being able to understand why, in reality, the scene could or could not have occurred as depicted in t...

FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

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Петро Джуринський

2014-12-01

Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

Prediction of enjoyment in school physical education.

Science.gov (United States)

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE

Kirlian Photography as a Teaching Tool of Physics

Science.gov (United States)

Terrel, Andy; Thacker, Beth Ann, , Dr.

2002-10-01

There are a number of groups across the country working on redesigning introductory physics courses by incorporating physics education research, modeling, and making the courses appeal to students in broader fields. We spent the summer exploring Kirlian photography, a subject that can be understood by students with a basic comprehension of electrostatics but is still questioned by many people in other fields. Kirlian photography's applications have captivated alternative medicine but still requires research from both physics and biology to understand if it has potential as medical tool. We used a simple setup to reproduce the physics that has been done to see if it could be used in an educational setting. I will demonstrate how Kirlian photography can be explained by physics but also how the topic still needs research to completely understand its possible biological applications. By incorporating such a topic into a curriculum, one is able to teach students to explore supposed supernatural phenomena scientifically and to promote research among undergraduate students.

Team-Teaching in Physical Education for Promoting Coordinative Motor Skills in Children: The More You Invest the More You Get

Science.gov (United States)

Bardaglio, Giulia; Marasso, Danilo; Magno, Francesca; Rabaglietti, Emanuela; Ciairano, Silvia

2015-01-01

Background: Standard physical education (PE) programs and the team-teaching methodology have rarely been evaluated to investigate their real efficacy in changing children's motor skills. Aims: The aims of this study are two-fold: The first aim is to evaluate the effectiveness of a PE program for improving coordinative motor skills in the team…

Chaos: A Topic for Interdisciplinary Education in Physics

Science.gov (United States)

Bae, Saebyok

2009-01-01

Since society and science need interdisciplinary works, the interesting topic of chaos is chosen for interdisciplinary education in physics. The educational programme contains various university-level activities such as computer simulations, chaos experiment and team projects besides ordinary teaching. According to the participants, the programme…

Chaos: a topic for interdisciplinary education in physics

International Nuclear Information System (INIS)

Bae, Saebyok

2009-01-01

Since society and science need interdisciplinary works, the interesting topic of chaos is chosen for interdisciplinary education in physics. The educational programme contains various university-level activities such as computer simulations, chaos experiment and team projects besides ordinary teaching. According to the participants, the programme seems useful and good. In addition, we discuss some issues which can be important to interdisciplinary education in physics: for example the possible difficulties in programme design, the expertise barriers of non-major fields, the role of non-theoretical education in understanding and the project-type team activities

Outside-school physical activity participation and motivation in physical education.

Science.gov (United States)

Shen, Bo

2014-03-01

Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

Primary Student Teachers' Ideas about Teaching a Physics Topic

Science.gov (United States)

Ahtee, Maija; Johnston, Jane

2006-01-01

This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

Teaching methods in PE teaching

OpenAIRE

Šekeljić, Goran V.; Stamatović, Milovan V.

2016-01-01

The methods used in teaching physical education, as well as in every other very specific teaching area, have their own uniqueness and enormous importance in teaching. In the last fifty years literature showed many different methods systematized by several different criteria. Some were just taken from general didactics, some were tailored to the needs of physical education classes, and a few new ones were discovered. The special value of this work is that the existing methods are supplemented ...

Modelling Mathematical Reasoning in Physics Education

Science.gov (United States)

Uhden, Olaf; Karam, Ricardo; Pietrocola, Maurício; Pospiech, Gesche

2012-04-01

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

Differences in Exercise Identity between Secondary Physical Education Students and Athletes

Science.gov (United States)

Soukup, Gregory J., Sr.; Henrich, Timothy W.; Barton-Weston, Heather M.

2010-01-01

Texas (USA) public schools require high school students to take one year of physical education to graduate. However, students can meet this requirement by participating on a state sanctioned athletic team for a year. The Texas Education Agency states the physical education curriculum should teach affective attitudes and values that will encourage…

Physical Computing for STEAM Education: Maker-Educators' Experiences in an Online Graduate Course

Science.gov (United States)

Hsu, Yu-Chang; Ching, Yu-Hui; Baldwin, Sally

2018-01-01

This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey, and developed educational maker proposals with plans of teaching the topics of their choice in STEAM…

Physics Teachers' Future Teaching Plans

Science.gov (United States)

Physics Teacher, 2012

2012-01-01

There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

Emotional Education in English Teaching

Institute of Scientific and Technical Information of China (English)

Li; Xiu; zhi

2014-01-01

The emotional education is part of the educational process.Concerned about students’attitude towards emotions,feelings,and beliefs in the educational process,it is aimed at promoting the development of students and society.If teachers can actively carry out the emotional education teaching method in English teaching,it is certain that such actions will play an important role in English teaching.

Emotional Education in English Teaching

Institute of Scientific and Technical Information of China (English)

Li Xiu zhi

2014-01-01

The emotional education is part of the educational process. Concerned about students’ attitude towards emotions, feelings, and beliefs in the educational process, it is aimed at promoting the development of students and society. If teachers can actively carry out the emotional education teaching method in English teaching, it is certain that such actions will play an important role in English teaching.

Ethics in Physical and Sport Education.

Science.gov (United States)

Spencer, Albert F.

1996-01-01

This article focuses on ways to integrate ethical issues in physical and sport education into professional action without involving institutional control, considering an individual approach to teaching-coaching practices that builds students' ethical decision making skills and develops character. Issues for group discussion and individual…

Modern teaching for modern education

OpenAIRE

Mirascieva, Snezana

2016-01-01

Carrying the epithet of being contemporary education today means modern teaching. If modern education is a state in the field of education of all its elements, then teaching will also be a state with its own special features defining it as modern. The main issues of concern in this paper relate to what constitutes modern teaching, which features determine it as being modern, and how much is teaching today following the trend of modernization.

Boosting physics education through mobile augmented reality

Science.gov (United States)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

OpenAIRE

Rodolfo Langhi; Roberto Nardi

2012-01-01

This research intends to answer the following main question: which traces of teacher autonomy construction are possible to achieve during reflective formative processes in disciplines like Methodology and Physics Teaching Practice carried out during three semesters, in an undergraduate program designed to physics teachers´ initial education? Using an analytical device based on teachers education research assumptions, which we called convergent formative triangulation for progressive teaching ...

Health(y) Education in Health and Physical Education

Science.gov (United States)

Schenker, Katarina

2018-01-01

Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies)…

The teaching of Education Policy and Administration in pre-service teacher education courses

Directory of Open Access Journals (Sweden)

Ranilce Guimarães-Iosif

2018-01-01

Full Text Available This article discusses the teaching of education policy and administration in pre-service teacher education courses from a theoretical-critical and non-linear perspective of education policy study. The data was collected during a semester in two mixed classes totaling 65 students from the Physical Education, Literature, Biology, Chemistry, Mathematics and Physics undergraduate courses. As part of the integration project of the graduate program in education with the undergraduate program, the professor of the policy line of the program in education began using methodologies focused on research activities in their undergraduate classes, aiming to broaden learning and to familiarize students with themes related to education policies. The research results indicate that the learning process in the area goes from the initial rejection to the construction of a critical position on political and governance issues surrounding Brazilian education.

Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education.

Science.gov (United States)

Christensen, Nicole; Black, Lisa; Furze, Jennifer; Huhn, Karen; Vendrely, Ann; Wainwright, Susan

2017-02-01

Although clinical reasoning abilities are important learning outcomes of physical therapist entry-level education, best practice standards have not been established to guide clinical reasoning curricular design and learning assessment. This research explored how clinical reasoning is currently defined, taught, and assessed in physical therapist entry-level education programs. A descriptive, cross-sectional survey was administered to physical therapist program representatives. An electronic 24-question survey was distributed to the directors of 207 programs accredited by the Commission on Accreditation in Physical Therapy Education. Descriptive statistical analysis and qualitative content analysis were performed. Post hoc demographic and wave analyses revealed no evidence of nonresponse bias. A response rate of 46.4% (n=96) was achieved. All respondents reported that their programs incorporated clinical reasoning into their curricula. Only 25% of respondents reported a common definition of clinical reasoning in their programs. Most respondents (90.6%) reported that clinical reasoning was explicit in their curricula, and 94.8% indicated that multiple methods of curricular integration were used. Instructor-designed materials were most commonly used to teach clinical reasoning (83.3%). Assessment of clinical reasoning included practical examinations (99%), clinical coursework (94.8%), written examinations (87.5%), and written assignments (83.3%). Curricular integration of clinical reasoning-related self-reflection skills was reported by 91%. A large number of incomplete surveys affected the response rate, and the program directors to whom the survey was sent may not have consulted the faculty members who were most knowledgeable about clinical reasoning in their curricula. The survey construction limited some responses and application of the results. Although clinical reasoning was explicitly integrated into program curricula, it was not consistently defined, taught, or

The teaching of therapeutic Physical Culture to asthmatic students in the university

Directory of Open Access Journals (Sweden)

Manuel Alejandro Romero-León

2016-05-01

Full Text Available The application of therapeutic physical culture asthmatic students has proved to be an excellent therapeutic method in physical rehabilitation. However, in the university students need a developer education that gives them theoretical, methodological tools. a historical analysis of the therapeutic teaching Physical Culture, in order to expose the way he has dominated his teaching was done. In addition, the elaboration of its concept in order to meet the social demand for the formation of a subject becomes heir and transmitter of a culture of physical activity that achieves deal with ailments of all kinds, increasing each time more life expectancy, the apprehension of all kinds of techniques that allows an individual to be increasingly prepared.

Adapted physical education for a student with visual impairment

OpenAIRE

Debevec, Karin

2016-01-01

Pupils with special needs, among which are blind and visually impaired children, are involved in various educational programs and attend all educational subjects, including physical education. However, teachers lack experience with teaching blind and visually impaired pupils and often find it challenging to find a way to include such pupils in physical activities. The purpose of this master's thesis was to identify the most common issues and adjustments that need to be made to individual p...

Enabling physical teaching and learning environment for South African public schools

CSIR Research Space (South Africa)

Motsatsi, L

2012-04-01

Full Text Available This presentation investigates the typology of learning environments that enable effective school teaching and learning. According to the National Education Policy Act (27/1996),research show that there is a direct link between the physical...

The attitudes of classroom teacher candidates towards physical education lesson

Directory of Open Access Journals (Sweden)

Gönül Tekkurşun Demir

2017-12-01

Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

SPORTS AND TEHNICAL EDUCATION FOR TZHE STUDENTS OF TEACHING FACULTY

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Goran Šekeljić

2012-09-01

Full Text Available The aim of this study was to examine the effects of physical education after primary and secondary education. An assessment of sports-technical education in the basic elements of gymnastics, volleyball and basketball was conducted on the sample of 104 students of the Faculty of Education in Uzice. The results indicate that about 80% of evaluated motor skills were performed error-free or with only minor errors in technique and posture, 15% of those covered by the survey performed the required elements with significant errors in technique and posture, and only a few percent do not have these skills. This means that the quality of teaching in primary and secondary schools, as far as men are concerned ,was such as to meet one of the main goals of education - the acquisition of basic sports and technical education. The results are significant because in this case it is about the students who will teach physical education to children of junior school age, and survey results indicate that they will be able to demonstrate the basic elements of gymnastics and sports games correctly.

Motivations for Pursuing a Career in Physical Education: The Rise of a Fitness Orientation

Science.gov (United States)

Richards, K. Andrew R.; Padaruth, Sookhenlall

2017-01-01

Research related to the occupational socialization of physical education teachers has found that students have been primarily motivated to pursue careers in physical education because they have developed interests related to teaching and/or coaching extracurricular sport. However, recent trends within physical education--and in society more…

Towards sustained Innovation in Education using Design-Based-Research - A new Approach to Teaching Electricity

CERN Multimedia

CERN. Geneva

2018-01-01

The influence of Physics Education Research (PER) on teaching in schools is often rather limited. Design-Based-Research tries to overcome this often-criticised research-practice gap by developing and evaluating new approaches to teaching physics. Using a variety of qualitative and quantitative research methods and working closely with schools, design research strives to find evidence-based solutions to pressing educational problems. One such problem in physics education is that most students fail to correctly analyse electric circuits even after instruction as they tend to reason exclusively with current and resistance. Effective reasoning about electric circuits, however, requires a solid understanding of voltage and potential. At the example of the development and evaluation of an innovative curriculum to teach electricity based on the electron gas model, the presentation will give an introduction to Design-Based-Research in PER.

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

Science.gov (United States)

Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

Teaching Touch Rugby in Physical Education Classes

Science.gov (United States)

Pugh, Steven F.; Alford, Alan

2004-01-01

Physical educators are always looking for new ideas that introduce moderate-to-vigorous activity, involve skill, encourage teamwork, and increase student interest. Touch rugby has the potential to contribute to these outcomes. Though the sport is not new, it is not a mainstream sport. Therefore, students see it as something new. Their motivation…

Strength and sources of self-efficacy beliefs by physical education student teachers

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Roberto Tadeu Iaochite

2014-06-01

Full Text Available In the teaching domain, self-efficacy (SE is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114 from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

Education-oriented Physics-Chemistry for Universities

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B. Spoelstra

1985-03-01

Full Text Available The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap” was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.

Physical Education in English. A proposal for working postural hygiene in Primary Education

Directory of Open Access Journals (Sweden)

García Pellicer, J. J.

2012-07-01

Full Text Available In recent years, European Union has increased the demand for bilingual education as a tool to prepare young people in school and at work. This need has been reflected in the educational legislation of its member countries In Spain, since 2006 there is a basic competency related to foreign language learning. The Physical Education area has become an ideal means to facilitate the learning of English through play and movement. In order to facilitate the work of future teachers in the area, this article examines the teaching of Physical Education in the bilingual English. The current legislation that governs the implementation of bilingualism in schools will be presented, along with the most important methodological considerations for teaching our subject in English. Finally, in the section about practical applications, we present a circuit of activities to work postural hygiene in Primary Education. Each activity has its description in Spanish and English, along with the «teacher speech», with specific instructions to carry out in each of the exercises

Theoretical pattern of supporting continuity in physical education of students' personality.

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Vovk V.M.

2011-04-01

Full Text Available Methodological approaches and principles on which theoretical pattern of supporting of continuity in physical education of senior pupil and students' personality are considered. It is proved that effective process of continuity in physical education is impossible without construction of patterns. It is ascertained that continuity is a condition and mechanism of realization for others principles in teaching process that represent itself as major factors in realization of continuity in physical education.

Physics Education in Virtual Reality: An Example

OpenAIRE

Hannes Kaufmann; Bernd Meyer

2009-01-01

We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths and other properties of objects before, during and after experiments. Innovative teaching content is presented thatexploits the strengths of the 3D...

Using spaced education to teach interns about teaching skills.

Science.gov (United States)

Pernar, Luise I M; Corso, Katherine; Lipsitz, Stuart R; Breen, Elizabeth

2013-07-01

Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

Losing Touch--Teachers' Self-Regulation in Physical Education

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Öhman, Marie

2017-01-01

The question of physical interaction is especially relevant in school physical education, where a lot of the teaching and activities are based on body movements. However, the issue of "touching" has been questioned in recent years. This paper takes its starting point in the discourse of child protection and the growing anxiety around…

Study and practice in the construction of open physical experiments teaching system

Science.gov (United States)

Xu, Yan

2017-09-01

Based on open physical experiments teaching system put forward by Ministry of Education, HHU(Hohai University) has carried out the construction of open experimental manage system, which includes course selecting system, teaching system, manage system and information desk. The innovation is in order to mobilize the students’ learning autonomy, cultivate the students’ creative ability and improve teaching quality. Besides, it achieves direct management from school to college to the laboratory and traced manage to the working device regardless of distance and time.

The role of self-dependence in modern health improvemental technologies of physical students' education.

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Shumakov O.V.

2010-07-01

Full Text Available A normative base is considered on the problems of physical education, physical culture and independent work of students. An analysis is conducted scientifically-methodical and special literature on issue of research. Basic features and modern going are selected near independent work in health technologies of physical education of students. A concept «Independent work» is examined as activity of man and as a teaching method. A teaching method plugs in itself independent employments by physical exercises. During correct organization they can substantially increase motive activity of students.

The Primary Schoolteacher and Physical Education: A Review of Research and Implications for Irish Physical Education

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Fletcher, Tim; Mandigo, James

2012-01-01

This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This…

Teaching schools as teacher education laboratories

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Sarah Gravett

2017-12-01

Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

[Safety in physical education - a teacher's perspective].

Science.gov (United States)

Greier, K; Heinzle, A; Nepo, S; Ratschiller, J; Gafriller, R; Riechelmann, H

2015-03-01

A high percentage of all sports injuries occur during school sports. The aim of this study was to collect statements and opinions of sports teachers for safety in physical education. In a cross-sectional study, 296 teachers (202 with, 94 without a teaching qualification in "exercise and sports") at 77 Tyrolean "New Middle Schools" (former secondary schools) were interviewed. They judged various statements on school sports safety using a 5-point verbal rating scale. Irrespective of gender, teachers with a teaching qualification stated significantly more frequently (p = 0.015) that they have participated in continuing education on accident prevention than had their colleagues without qualification. The same applies to the checking of gymnastic and sports equipment before use (p sportswear in physical education than did their male counterparts. Of all respondents, 57 % knew about technical faults in sports halls, which have also been reported to the school administration. In more than half (58 %) of these, reported defects were repaired completely and in one-third (36 %), a partial repair was reported. Participants estimated that the major risk for school sports injuries was due to the low motor skills of the pupils, inhomogeneous groups, large numbers of pupils, outdated sports equipment, and ball games. Since about a third of all surveyed teachers had no teaching qualification in exercise and sports, this group should come into the focus of regular continuing education in accident prevention. © Georg Thieme Verlag KG Stuttgart · New York.

MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

International Nuclear Information System (INIS)

Kapur, A

2015-01-01

Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet tool that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems

MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

Energy Technology Data Exchange (ETDEWEB)

Kapur, A [North Shore-LIJ Health System, New Hyde Park, NY (United States)

2015-06-15

Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet tool that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems

Coteaching in physical education: a strategy for inclusive practice.

Science.gov (United States)

Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

On modern needs in nuclear physics and nuclear safety education

International Nuclear Information System (INIS)

Tom Loennroth

2005-01-01

The teaching of nuclear physics has a long history, particularly after the second world war, and the present author has 20 years of experience of teaching in that field. The research in nuclear physics has made major advances over the years, and the experiments become increasingly sophisticated. However, very often the university literature lags the development, as is, indeed, the case in all physics education. As a remedy of to-day, the didactic aspects are emphasized, especially at a basic level, while the curriculum content is. still left without upgrade. A standard textbook in basic nuclear physics is, while represent more modern theoretical treatises. The latter two, as their headings indicate, do not treat experimental methods, whereas has a presentation that illustrates methods and results with figures and references. However, they are from the 60 s and 70 s, they are old, and therefore cannot attract modern students of today. Consequently, one has the inevitable feeling that modern university teaching in nuclear physics, and the related area of nuclear safety, must be upgraded. A recent report in Finland, concluded that there is not sufficient nuclear safety education, but that on the other hand, it does not necessarily have to be connected with nuclear physics education, although this is recommendable. Further, the present Finnish university law states that 'The mission of the university shall be to promote free research and scientific and artistic education, to provide higher education based on research, and. to educate students to serve their country and humanity. In carrying out their mission, the universities shall interact with the surrounding society and promote the societal impact o research finding and artistic activities'. This mismatch between the curricula and the required 'societal impact' will be discussed, and examples of implications, usually not implemented, will be given. For nuclear physics specifically, the (lack of) connection between

Physics Teaching in the Search for Its Self: From Physics as a Discipline to Physics as a Discipline-Culture

Science.gov (United States)

Tseitlin, Michael; Galili, Igal

The crisis in physics education necessitates searching for new relevant meanings of physics knowledge. This paper advocates regarding physics as the dialogue among discipline-cultures, rather than as a cluster of disciplines to be an appropriate subject of science education. In a discipline-culture one can distinguish elements of knowledge as belonging to either (1) central principles and paradigms - nucleus, (2) normal disciplinary area - body of knowledge or (3) rival knowledge of the subject - periphery. It appears that Physics cannot be represented as a simple dynamic wholeness, that is, cannot be arranged in a single tripartite (triadic) structure (this result presents a deconstruction), but incorporates several discipline-cultures. Bound together by family similarity, they maintain a conceptual discourse. Teaching physics as a culture is performed in polyphonic space of different worldviews; in other words, it is performed in a Kontrapunkt. Implications of the tripartite code are suggested with regard to representation of scientific revolutions, individual conceptual change, physics curricula and the typology of students learning science.

SECONDARY PHYSICAL EDUCATION AVOIDANCE AND GENDER: PROBLEMS AND ANTIDOTES

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Thomas Ryan

2012-07-01

Full Text Available Our goal was to locate and evaluate the barriers that impact and cause females to avoid secondary elective physical education courses. We sought to find answers to stop the further decline of female enrolment in secondary physical education by looking into curricula, program and instructional variables. Anecdotal evidence informed this study which was very much exploratory, building upon several key facts. First, Ontario (Canada secondary students are only required to take one credit (course in physical education in order to graduate and second, most students take the required physical education course in grade nine which is their first year of high school. Following this there is an average of 10% fewer females in every physical education class in the province of Ontario and only an average of 12% are enrolled in physical education each year. Several issues were identified and explored including self-confidence; motivation; perceived value of physical activity; opportunities for physical activity; marking scheme; competition; co-ed classes; teaching approach; and peers as possible problems and solutions.

The Archetypes and Philosophical Motivations of Urban Elementary Physical Educators

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Culp, Brian

2011-01-01

Brookfield (1990), Brown (2002) and Weiner (2006) have advocated for the study of teachers' philosophies as integral to understanding motivation for teaching in urban settings. The purpose of this study investigates the teaching philosophies of 13 experienced urban elementary physical educators. Content analysis of the data collected from teachers…

Using Moodle in Ehisical Education classes: a virtual didactic material for teaching athletics

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Guy Ginciene

2015-05-01

Full Text Available Noting the impact of technology in our society, we realize the necessity to create a didactic material based on the Information and Communication Technologies to support the work of the physical education teacher in the teaching of athletics, in particular, the 100 meters dash. For no other reason, the aim of this study was to organize a virtual didactic material, searching virtual games, videos, websites, blogs and social networks related to the 100 meters dash, organizing a database and suggesting activities aiming to the use of this didactic material for the teaching of this event in physical education classes.

Epistemological foundation of the teaching-learning process of physics in high school

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Ana Grethel Suárez-Stable

2016-07-01

Full Text Available This paper the principal fundaments of the teaching-learning process of the physics subject in the Senior High School are treated. The valuation of the conceptions more significant to this educational level that have signed the development of this process from an integrator researching approach taking into account the logical chain construction-integration-creation. The need of renew of the point of view regarding the teaching-learning of sciences in particular the physics, from power of the researching approach is discussed. Taking into account the development of the students though and the encourage toward a teaching learning based in new added values of the knowledge from the valuation of the significance of the experience, is analyzed in this paper

Teaching Sex Education in Thailand

Science.gov (United States)

Kay, Noy S.; Jones, Megan R.; Jantaraweragul, Sudgasame

2010-01-01

The purposes of this study were to examine the current situation pertaining to the teaching of sex education and identify barriers to teaching sex education among Thai health education teachers. A survey questionnaire was administered to 193 health education teachers who participated in this study. The questionnaire was comprised of three parts:…

Physical Education Teacher Effectiveness in a Public Health Context

Science.gov (United States)

McKenzie, Thomas L.; Lounsbery, Monica A. F.

2013-01-01

The health benefits of physical activity are well documented, and the important role that schools and physical education (PE) can play in reducing sedentary behavior and contributing to population health has been identified. Although effective teaching is ultimately judged by student achievement, a major component of teacher and school…

History of Physics Education Research as a Model for Geoscience Education Research Community Progress

Science.gov (United States)

Slater, T. F.

2011-12-01

Discipline-based Education Research (DBER) is a research field richly combining a deep understanding of how to teach a particular discipline with an evolving understanding how people learn that discipline. At its center, DBER has an overarching goal of improving the teaching and learning of a discipline by focusing on understanding the underlying mental mechanisms learners use as they develop expertise. Geoscience Education Research, or GER, is a young but rapidly advancing field which is poised to make important contributions to the teaching and learning of earth and space science. Nascent geoscience education researchers could accelerate their community's progress by learning some of the lessons from the more mature field of Physics Education Research, PER. For the past three decades, the PER community has been on the cutting edge of DBER. PER started purely as an effort among traditionally trained physicists to overcome students' tenaciously held misconceptions about force, motion, and electricity. Over the years, PER has wrestled with the extent to which they included the faculty from the College of Education, the value placed on interpretive and qualitative research methods, the most appropriate involvement of professional societies, the nature of its PhD programs in the College of Science, and how to best disseminate the results of PER to the wider physics teaching community. Decades later, as a more fully mature field, PER still struggles with some of these aspects, but has learned important lessons in how its community progresses and evolves to be successful, valuable, and pertinent.

Radiation and risk in physics education

International Nuclear Information System (INIS)

Eijkelhof, H.M.C.

1990-01-01

The study reported in this thesis deals with physics education, particularly with the teaching and learning of radioactivity and ionizing radiation. It is a follow up of earlier research and development work in the Dutch Physics Curriculum Development Project (PLON) on a unit called Ionizing Radiation. The central theme of this unit was the acceptability of the risks of ionizing radiation. Preliminary evaluation of the effectiveness of the PLON-unit showed that pupils appear to have lay-ideas which seem to be resistant to change. In this study the nature and persistence of these lay-ideas have been explored and a set of recommendations have been developed for writing curriculum materials and for teaching strategies, for physics lessons in secondary high school, in order to promote thoughtful risk analysis and assessment as regards applications of ionizing radiation. (H.W.). 225 refs.; 3 figs.; 41 tabs

Incorporating Two-Square into Physical Education

Science.gov (United States)

Meyler, Tim; Wilson, Sandy

2012-01-01

Physical educators often struggle to teach individual striking skills to upper level (3-5 grade) elementary students. Finding a developmentally appropriate striking activity with a high participation rate can be a challenge. And sports such as tennis, pickleball, and badminton are often not an option for a variety of reasons (e.g., space or…

Pedagogical supervision in physical education- the perspective of student interns

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Alberto Albuquerque

2015-03-01

Full Text Available Abstract: This study aims to locate the subjective thinking between students physical education trainees during teaching practice. Set in the format of the study and interpretation of a descriptive nature, can contribute to a better understanding and interpretation of the repertoire of experiential trainees Physical Education. The instrument used consisted of question relating to the quantitative and qualitative analysis and focused on five dimensions: Social and Emotional Aspects; Vocational Aspects; Learning and Professional Development; Supervision; Professional and Institutional Socialization. The sample consisted of 118 trainees, from two higher education institutions, one private and one public. The personal growth associated with the placement experience focuses on aspects related to professional competence. The professional skills of the stage are directly related to the organization and management of teaching and learning.

Brain-Based Teaching/Learning and Implications for Religious Education.

Science.gov (United States)

Weber, Jean Marie

2002-01-01

Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to…

It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

Science.gov (United States)

Bertelsen, Susan L.; Thompson, Ben

2014-01-01

Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts…

Teaching Wellness Concepts Using Mosston's Spectrum of Teaching Styles

Science.gov (United States)

Wilkinson, Carol; Pennington, Todd; Zanandrea, Maria

2011-01-01

Teaching wellness principles in secondary physical education classes has become an important aspect of physical education as teachers work to help their students develop lifelong healthy lifestyle habits. Many schools now have a required wellness/fitness component as part of their state core requirements. Having developed their teaching skills by…

Secondary Physical Educators and Sport Content: A Love Affair

Science.gov (United States)

Ferry, Matthew; McCaughtry, Nate

2013-01-01

Despite the expansion and diversification of contemporary physical activity culture, curricula of many secondary physical education programs remain narrowly comprised of sport content. Given the personal and contextual nature of teaching and the immense amount of control teachers exercise over their programs, we examined how a group of 15…

Underwater laboratory: Teaching physics through diving practice

International Nuclear Information System (INIS)

Favale, F.

2013-01-01

Diving education and diving science and technology may be a useful tool in teaching physics in non–physics-oriented High School courses. In this paper we present an activity which combines some simple theoretical aspects of fluid statics, fluid dynamics and gas behavior under pressure with diving experience, where the swimming pool and the sea are used as a laboratory. This topic had previously been approached in a pure experimental way in school laboratory, but some particular experiments became much more attractive and meaningful to the students when they could use their bodies to perform them directly in water. The activity was carried out with groups of students from Italian High School classes in different situations.

Science teaching in science education

Science.gov (United States)

Callahan, Brendan E.; Dopico, Eduardo

2016-06-01

Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

Physics Education at University of Houston Clear Lake

Science.gov (United States)

Masood, Samina

2011-03-01

We are developing a physics education program to prepare teachers to teach Physics in High Schools. The science teachers training needs to be brought to the level where they can motivate children and young adults in their classrooms to take interest in science learning to adopt science and engineering career. The early selection of career path helps the better preparation for the career.

Physical Education Teachers' Beliefs and Intentions toward Teaching Students with Disabilities

Science.gov (United States)

Jeong, Mihye; Block, Martin E.

2011-01-01

The Theory of Planned Behavior (TpB) measures the effect that individuals' behavioral belief, normative belief, and control beliefs have on their intentions to perform a specific behavior. The purpose of this study was to examine: (a) whether the TpB could predict physical educators' intentions and (b) whether physical educators' intentions and…

Teaching Teachers to Play and Teach Games

Science.gov (United States)

Wright, Steven; McNeill, Michael; Fry, Joan; Wang, John

2005-01-01

This study was designed to determine the extent to which a technical and a tactical approach to teaching a basketball unit to physical education teacher education (PETE) students would each affect their games playing abilities, perceived ability to teach, and approach preference for teaching the game. Pre- and post-unit data were collected through…

Speedminton: Using the Tactical Games Model in Secondary Physical Education

Science.gov (United States)

Oh, Hyun-Ju; Bullard, Susan; Hovatter, Rhonda

2011-01-01

Teaching and learning of sport and sports-related games dominates the curriculum in most secondary physical education programs in America. For many secondary school students, playing games can be exciting and lead to a lifetime of participation in sport-related activities. Using the Tactical Games Model (TGM) (Mitchell et al., 2006) to teach the…

A brief history of physics education in the United States

Science.gov (United States)

Meltzer, David E.; Otero, Valerie K.

2015-05-01

In order to provide insight into current physics teaching practices and recommended reforms, we outline the history of physics education in the United States—and the accompanying pedagogical issues and debates—over the period 1860-2014. We identify key events, personalities, and issues for each of ten separate time periods, comparing and contrasting the outlooks and viewpoints of the different eras. This discussion should help physics educators to (1) become aware of previous research in physics education and of the major efforts to transform physics instruction that have taken place in the U.S., (2) place the national reform movements of today, as well as current physics education research, in the context of past efforts, and (3) evaluate the effectiveness of various education transformation efforts of the past, so as better to determine what reform methods might have the greatest chances of success in the future.

The challenges of teaching physical education: Juxtaposing the ...

African Journals Online (AJOL)

This qualitative study compares the experiences of Kenyan and Victorian secondary school Physical Education teachers with the aim of discovering what they can learn from each other. Through in-depth interviews with four experienced PE teachers; two each from Kenya and Victoria, and using phenomenological research ...

Congruency between educators' teaching beliefs and an electronic health record teaching strategy.

Science.gov (United States)

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy. This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom. A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices. Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform. We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Predictors of Academic Achievement among Physical Education and Sports Undergraduate Students

Directory of Open Access Journals (Sweden)

Ertuğrul Şahin

2018-01-01

Full Text Available Although a number of studies have attempted to determine the antecedents, correlates, and consequences of students’ academic performance, there are few studies in the literature that examine the correlates of academic achievement for physical education and sports undergraduate students. The aim of this study was to investigate the relationship between the academic achievement of first-year physical education and sports students and their sociodemographics, attitudes towards the teaching profession, personality traits, and achievement goal orientations. The participants of the study consisted of 127 (67% male physical education and sports students, ranging in age from 16 to 30 years old when they began their studies. Participants responded to a questionnaire to determine their sociodemographic characteristics, their attitudes towards the teaching profession in their high school years, their core self-evaluations, and their achievement goal orientations. Pearson correlation analysis results showed that students’ first year grade-point average (GPA was associated with gender, high school GPA, core-self evaluations, and mastery-approach achievement goal orientation. Results of the regression analysis suggested that the three variables that predicted the students’ first year GPA were their mastery-approach scores, attitudes towards the teaching profession in high school years, and high school GPA. In order to prevent academic failure in physical education and sports students, those who do not have a mastery-approach goal orientation and who had a low high school GPA should be identified at the beginning of the academic year, so that educational interventions can be directed at these students.

Toolbox of teaching strategies in nurse education

Institute of Scientific and Technical Information of China (English)

Jie-hui Xu

2016-01-01

There are a variety of teaching strategies that instructors can use to improve student learning. It is of great importance to select appropriate teaching strategies in nurse education to make the training more appealing and more effective. In this article, ten teaching strategies will be introduced to help instructors learn how to involve the teaching strategy in the nurse education. If using these strategies well, students are more likely to memorize the information associated with the lesson. Selection of teaching strategies appropriately is of great importance for nurse educators to deliver high-quality education.

Physics teaching by infrared remote sensing of vegetation

Science.gov (United States)

Schüttler, Tobias; Maman, Shimrit; Girwidz, Raimund

2018-05-01

Context- and project-based teaching has proven to foster different affective and cognitive aspects of learning. As a versatile and multidisciplinary scientific research area with diverse applications for everyday life, satellite remote sensing is an interesting context for physics education. In this paper we give a brief overview of satellite remote sensing of vegetation and how to obtain your own, individual infrared remote sensing data with affordable converted digital cameras. This novel technique provides the opportunity to conduct individual remote sensing measurement projects with students in their respective environment. The data can be compared to real satellite data and is of sufficient accuracy for educational purposes.

An Exploration Of Engagement, Motiviation And Student-Centered Learning In Physical Education

Directory of Open Access Journals (Sweden)

Barbara WARNER

2015-12-01

Full Text Available This author examines the discrepancy between the known benefits of physical activity and the startling statistics of obesity in children between the ages of 12 and 17. She queries if it is time to look at educators as contributing to this problem and questions if our current teaching styles and curriculum are working for students. In addition, the author explores the question if by allowing our students autonomy, will this equate to engagement and motivation to continue to participate in physical activities? Through a discussion of her personal experiences and a literature review focusing on the areas of autonomy, engagement and motivation, the author shares input into how and why some students experience physical education in a negative manner, and some things that educators can do to improve student engagement and motivation. Her argument demonstrates that an autonomous, student-centered teaching approach will positively affect student engagement, which in turn causes motivation and a desire to participate in life-long physical activity.

Insertion of Contemporary and Modern Physics in classroom: a teaching learning sequence on radioactivity

Directory of Open Access Journals (Sweden)

Carlos Alexandre dos Santos Batista

2017-12-01

Full Text Available After more than two decades of justifications on the insertion of Modern and Contemporary Physics in the high school Education, the current challenge regards to how this content can be inserted in the classroom in an interesting and innovative way. Recent research reveals that despite a significant accumulation of recent academic research, whose purpose is to assist teachers pedagogically, few are grounded and proposed theoretically seeking to investigate how this integration happens. In this sense, we present a teaching-learning sequence on the topic of radioactivity, forged in the theoretical and methodological assumptions of Design-Based Research and a Teaching-Learning Sequence that, when implemented in public schools in the south of Bahia, produced the relevant knowledge to be shared with the community on teaching physics. Forged in our assumptions, the proposal allows teachers and researchers to understand questions about how, when and why, in fact, the inclusion of Modern and Contemporary Physics can occur in a non-traditional way. Therefore, the importance of this proposal is revealed to the high school of physics as it translates its ability to transform the theoretical demands on the curriculum and methodological innovation in the practical interventions in the classroom. We add that the availability of the necessary sources to find lesson plans, quizzes, texts, videos of teaching-learning sequence, shows the contribution of this work for teachers and researchers, in particular, to improve the scientific learning of students in the Basic Education.

Revisiting the physics education projects in a Bakhitinian perspective

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José Ortega

2017-12-01

Full Text Available In this article, we point out correlations between the 1970s social-historical context and the of physics teaching sphere at the time, through the analysis of utterances expressed in two educational projects texts: The Physics Project at Harvard University and the Project of Physical Education at the University of Sao Paulo. Given the infinity and complexity of mediations between society and projects, we focus on mediations that refer to the broader spheres of social activity. We want to outline the socio-historical mediations that allow us to identify the social and historical limits to which they were submitted. Therefore, it is in this dialectical relationship between educational work and the historical horizon of a society that we take the bakhtinian concept of discursive genre, which allows representing the relations between history and discourse. Within this relationship social teleology, communicative intentions and the discursive choices of the subjects of human activity are established. Thus our discursive, social, and historical perspective of analysis indicates that the educational discourses they produced, is an expression of the needs, values and commitments of organized social groups of those societies, and that their ideological productions were reflected and refracted in the thematic content, composition and genre style produced within the teaching in that context.

Physics Teachers' Education (PTE): Problems and Challenges

Science.gov (United States)

Sassi, Elena; Michelini, Marisa

A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

The Perception of University Teacher of Physical Education

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Salvador Jesús López Alonzo

2015-06-01

Full Text Available Objective: to find out the epistemological perception of university teachers about Physical Education, to contrast this approach with current literature and the needs for this subject. Methodology: A review of the reforms, standards, policies and physical education premises for the construction of a survey as a measurement instrument was performed. 41 teachers, who teach in the Undergratuate Course of Study of Physical Education, were surveyed. Results: The reliability of the instrument shows a Cronbach's alpha (.611, 64.3% of teachers thinks that the control of motor skills and movement forms necessary to participate in a variety of physical activities is very important; 54.8% considers that the assessment of the components of fitness that improve the physical performance and health is very important; 45.2% believes that regular participation in a variety of physical activities is very important. Conclusion: epistemological perception of teachers surveyed is not fully consistent with the epistemological point of view that arises internationally, so work should be done on training and reorientation of university teachers to have an epistemological point of view along with the current Physical Education

Physical examination education in graduate medical education--a systematic review of the literature.

Science.gov (United States)

Mookherjee, Somnath; Pheatt, Lara; Ranji, Sumant R; Chou, Calvin L

2013-08-01

There is widespread recognition that physical examination (PE) should be taught in Graduate Medical Education (GME), but little is known regarding how to best teach PE to residents. Deliberate practice fosters expertise in other fields, but its utility in teaching PE is unknown. We systematically reviewed the literature to determine the effectiveness of methods to teach PE in GME, with attention to usage of deliberate practice. We searched PubMed, ERIC, and EMBASE for English language studies regarding PE education in GME published between January 1951 and December 2012. Seven eligibility criteria were applied to studies of PE education: (1) English language; (2) subjects in GME; (3) description of study population; (4) description of intervention; (5) assessment of efficacy; (6) inclusion of control group; and (7) report of data analysis. We extracted data regarding study quality, type of PE, study population, curricular features, use of deliberate practice, outcomes and assessment methods. Tabulated summaries of studies were reviewed for narrative synthesis. Fourteen studies met inclusion criteria. The mean Medical Education Research Study Quality Instrument (MERSQI) score was 9.0 out of 18. Most studies (n = 8) included internal medicine residents. Half of the studies used resident interaction with a human examinee as the primary means of teaching PE. Three studies "definitely" and four studies "possibly" used deliberate practice; all but one of these studies demonstrated improved educational outcomes. We used a non-validated deliberate practice assessment. Given the heterogeneity of assessment modalities, we did not perform a meta-analysis. No single strategy for teaching PE in GME is clearly superior to another. Following the principles of deliberate practice and interaction with human examinees may be beneficial in teaching PE; controlled studies including these educational features should be performed to investigate these exploratory findings.

Systematic teaching in music education

OpenAIRE

Nasev, Lence

2011-01-01

What is music? Is music significant in human life? What is music education? Does music education deserve a secure place in elementary education in R. Macedonia? Thе aim of this study is review on the studies on systematic teaching in music education. In this studies, we have divided six teaching function: 1. daily review, 2. presentation of new material 3. guided practise, 4. feedback and corrections, 5. independent practise, 6. weekly and mountly reviews.

Playing the "Race" Card? Black and Minority Ethnic Students' Experiences of Physical Education Teacher Education

Science.gov (United States)

Flintoff, Anne

2015-01-01

This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency--the government agency responsible for…

Higher Education: Teach Happiness and Wisdom

Science.gov (United States)

Lee, Jeong-Kyu

2017-01-01

The purpose of this article is to examine why a university should teach happiness and wisdom from religious perspectives. To explore this paper systematically, three research questions are addressed. First, why higher education institutions should teach happiness? Second, why higher education institutions should teach wisdom? Third, how ethical…

新时期高中物理教学如何实施美育教育%On How to Realize Aesthetic Education in Senior High School Physics Teaching in the New Era

Institute of Scientific and Technical Information of China (English)

李冬俊

2013-01-01

This paper briefly interprets the aesthetic characteris-tics of senior high school physics teaching, researches and ana-lyzes the relationship between physics teaching and aesthetic teaching, and proposes the writer's own opinions on how to im-plement aesthetic education in senior high school physics teach-ing in the new situation.%　　文章就高中物理学中所呈现的美学特征进行简要地阐述，对高中物理教学和审美教学之间的关系进行研究和分析，对于在新时期下高中物理教学如何实施美育教育，提出一些自己的看法。

S urvey on the Communication Skills that the College Students of School of Physical Education and Sports Perceived from the Teaching Staff

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Serkan HACICAFEROĞLU

2014-03-01

Full Text Available The purpose of this study is to determine level of com munication skills perceived by college students of School of Physical Education and Sports (PES from teaching staff. The sample of the study, conducted by using screening model, consisted of 633 PES college students. Research data were collected by “Asses sment Scale for Communication Skills ” . Arithmetic mean, t - test, one - way variance analysis (ANOVA and Tukey test were used in the study. Consequently, it is determined that students in the sample perceived positive communication skills from teaching staff at moderate - level. It is observed that, except variable of respect dimension in the department where they receive education, there wasn’t any statistically significant difference in the students' gender variable with respect to the dimension of the democra tic attitude, whereas there were significant differences in all lower dimensions according to the class variable. It is also concluded that college students of coaching and management department perceived more communication skills from the teaching staff c ompared to the students of teaching department in respect dimension, and freshmen and the sophomores perceived more communication skills positively with more points compared to the other college students with respect to the dimensions of respect, expressio n, values , motivation and democratic attitude.

Dance for Physically Disabled Persons: A Manual for Teaching Ballroom, Square, and Folk Dances to Users of Wheelchairs and Crutches.

Science.gov (United States)

Hill, Kathleen

The final booklet in a series on physical education and sports for the handicapped presents ideas for teaching dance to the physically disabled. Introductory sections consider the rehabilitation role of dance, physiological and psychological benefits, and facilities for dance instruction. Step-by-step suggestions are given for teaching ballroom…

Benefits of Implementing a Dance Unit in Physical Education

Science.gov (United States)

Bajek, Mary; Richards, K. Andrew R.; Ressler, James

2015-01-01

This article discusses the benefits of participating in a dance curriculum, as well as how dance relates to the National Standards. It also provides insight into how physical educators can overcome the barriers to teaching dance in their programs.

Synthesis of discipline-based education research in physics

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Jennifer L. Docktor

2014-09-01

Full Text Available This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1 conceptual understanding, (2 problem solving, (3 curriculum and instruction, (4 assessment, (5 cognitive psychology, and (6 attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

Perception of the quality of life in work througout the physical education teaching career

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Jorge Both

2008-12-01

Full Text Available The objective of this study was to analyze the association between Quality of Life in the Teaching Profession(QVTD and Professional Development Cycles (CDP among Physical Education teachers working for the Santa Catarinastate education department. The sample was made up of 580 teachers from different parts of the state, 265 of whom weremale and 315 of whom were female. Data collection was carried out using the QVT-PEF to assess QVTD and years in theteaching profession to determine CDP. Multinomial logistic regression analysis was employed to determine prevalenceratios and the likelihood ratio test was used to determine whether associations were significant (p<0.05. Both statisticalprocedures were carried out using SPSS version 11.0. The results demonstrated that the teachers’ lowest levels of satisfactionwere in the dimensions “Adequate and fair compensation”, “Safe and healthy work conditions”, “Social integration in thework organization” and “Work and total life space”. A strong association between some of the QVTD dimensions and CDPrevealed that, as the years passed, teachers tend to become less satisfied with working autonomy, and salaries and workingconditions, all of which may have had an influence on the final QVTD score.

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning.

Science.gov (United States)

Ennis, Catherine D

2017-09-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective." It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students' out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students' lives. It focuses on PE students' role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America - Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers' everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity.

The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

Science.gov (United States)

Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

2017-03-01

The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend

Os Projetos de ensino e a Educação Física na Educação Infantil Teaching Projects and Physical Education in Infant Education

Directory of Open Access Journals (Sweden)

2006-11-01

Full Text Available Este artigo discute a presença da Educação Física na educação infantil, analisando as concepções de infância, educação infantil e Educação Física e como estas influenciam construção das propostas pedagógicas e as intervenções educativas na escola. Mais especificamente, o objeto de discussão deste texto são os projetos de ensino. Atualmente,no âmbito dos debates sobre organização curricular, a Pedagogia de Projetos tem se mostrado como uma alternativa de trabalho que permite a construção do conhecimento em sua totalidade. Mas como isso acontece? Ainda se faz necessária a discussão sobre o que é Pedagogia de Projetos, como esta vem sendo trabalhada na educação infantil e também como a Educação Física pode ser construída dentro dessa proposta. Este texto se compromete a realizar algumas indicações, possíveis caminhos em busca de uma legítima presença da Educação Física na educação infantil. PALAVRAS-CHAVE: Pedagogia de Projetos - Educação Física - Educação infantil. This article discusses the presence of Physical Education in the education of children, analysing the conceptions about Infancy, Infant Education and Physical Education and how these concepts influence the construction of pedagogical propositions and educational interventions at school. More specifically, the object of discussion of this text are the teaching projects. Currently, in the sphere of the debates over syllabus organization, Project Pedagogy has presented itself as an alternative that allows knowledge building in its totality. But how does it happen? There still needs to be more debate over what Project Pedagogy really is, how it has been used in Infant Education and also how Physical Education can be built within this proposal. This text aims at indicating possible paths in search of a legitimate presence of Physical Education in Infant Education. KEY WORDS: Project Pedagogy - Physical Education - Infant education.

Models in Science Education: Applications of Models in Learning and Teaching Science

Science.gov (United States)

Ornek, Funda

2008-01-01

In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the…

Use of ionising radiation in the teaching of physics and chemistry

International Nuclear Information System (INIS)

2000-01-01

The guide lays down the safety requirements for the use of radiation in school education, as well as the principles regulating the use of radiation sources without the safety licence referred to in section 16 of the Finnish Radiation Act (592/1991). The guide covers the use of radiation sources emitting ionising radiation in elementary schools and high schools, as well as the use of radiation in the teaching of physics and chemistry in vocational training institutions and corresponding educational institutions

Use of ionizing radiation in the teaching of physics and chemistry

International Nuclear Information System (INIS)

1993-01-01

The guide specifies the safety requirements for the use of radiation in school education as well as the principles regulating the use of radiation sources without the safety license referred to the Section 16 of the Finnish Radiation Act (592/91). The guide covers the use of radiation sources emitting ionizing radiation in elementary schools and high schools, as well as the use of radiation in the teaching of physics and chemistry in vocational training institutions and corresponding educational institutions. (3 refs.)

Safety in the mountaineering practices: training in Physical Education

Directory of Open Access Journals (Sweden)

Mónica Palacio

2016-07-01

Full Text Available Physical Education Teaching with Orientation in Regional Mountain Activities at the Universidad Nacional del Comahue (PEF-CRUB-UNCo is the only one in the country that has a history with over 20 years of training physical education teachers with a particular orientation. It was through dynamic and continuous work over the years that theoretical and practical appropriate contents could be defined for this career.(Palacios, Lopez, Schneider, 2011 Coincidences with those experiences made in other countries such as Spain and Germany where the climbing activities are part of the teacher training and educational curricula have been noticed. (Saez Padilla, Gimenez, Fuentes Guerra 2005; Arribas Cubero 2008; Winter, 2000. It was determined together with other authors (Hepp, Güllich and Heidorn, 2001 that the contents related to Trekking and Climbing are the correct ones to develop a Teaching Program with these characteristics. The handling of safety conditions as an educational content is a permanent concern that challenges the activity. This paper will explain the conditions of safety that had been compiled over the years from experience, permanent research, consultation of specialized literature and actions carried out in teacher training

The ribbon microphone: A teaching aid for low frequency electromagnetic education

CSIR Research Space (South Africa)

Van Wyk, Marius S

2017-09-01

Full Text Available The ribbon microphone lends itself as a good example to use for education of multi-physics computer modeling and simulation. The value of the ribbon microphone as teaching aid can be extended by adding a transformer and electronic amplifier...

"Teaching Physics as one of the humanities": The history of (harvard) project Physics, 1961-1970

Science.gov (United States)

Meshoulam, David

In the United States after World War II, science had come to occupy a central place in the minds of policy makers, scientists, and the public. Negotiating different views between these groups proved a difficult task and spilled into debates over the role and scope of science education. To examine this process, this dissertation traces the history of Harvard Project Physics (HPP), a high-school physics curriculum from the 1960s that incorporated a humanistic and historical approach to teaching science. The narrative begins with the rise of General Education in the 1940s. Under the leadership of Harvard president James Conant, faculty at Harvard developed several Natural Science courses that connected science to history as a way to teach students about science and its relationship to culture. By the late 1950s this historical approach faced resistance from scientists who viewed it as misrepresenting their disciplines and called for students to learn specialized subject matter. With the support of the National Science Foundation (NSF), in the early 1960s scientists' vision of science education emerged in high-school classrooms across the country. By the mid 1960s, with the passage of the Civil Rights Act, the Elementary and Secondary Education Act, and the Daddario Amendment to the NSF, the political and education landscape began to change. These laws transformed the goals of two of the NSF and the Office of Education (USOE). These organizations faced demands to work together to develop projects that would speak to domestic concerns over equity and diversity. Their first joint educational venture was HPP. In order to succeed, HPP had to speak to the needs of disciplinary-minded scientists at the NSF, equity-minded educators at the USOE, and results-focused politicians in Congress. This work argues that HPP succeeded because it met the needs of these various stakeholders regarding the roles of science and education in American society.

strategies on perceived motivational climate in physical education

African Journals Online (AJOL)

Grounded in Achievement Goal Theory of Nicholls (1989), the aim of this study was to assess the development of four teaching interventions based on the TARGET areas of Ames (1992) and verify their effect on the perceived motivational climate at situational level in Physical Education (PE) classes. Participants were 580 ...

Teaching Physics Through Comic Books

Science.gov (United States)

Thompson, Rebecca

2011-04-01

Comics have been around as a form of entertainment for decades. They are often as seen as one of the distracting vices of kids (and adults!), but comics and their more adult version, the graphic novel, are increasingly valued as a legitimate genre of literature. The APS Outreach Department has created three comic books, one featuring Nikola Tesla and his battles with the evil Thomas Edison, and two about laser super hero Spectra and her continuing battles with the nefarious Miss Alignment. These comics have struck a delicate balance between education and entertainment being well received by both the comic book and education communities. By creating a compelling comic story that has correct physics, it is possible to use this under-appreciated medium to excite middle-school students who might otherwise be turned off by traditional teaching methods. One lesson-learned is that It is very important to make sure first and foremost that the students enjoy the story and that they feel a connection to the characters. Students are thus hooked and once they are drawn in, the learning happens automatically.

Using means and methods of general physical training in education of bowlers

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Fanigina O.U.

2011-04-01

Full Text Available There were discovered the main directions of bowlers education. The means and methods of physical education, which insure the formation of high quality moves being the part of main skill, are discovered. There were shown different means of general education accounting individual peculiarities of bowler. The principles of choosing general developing exercises and main direction of influence on developing different abilities are represented. It's created the scientific-methodic support of physical education in teaching-training process for children who play bowing in sport schools.

Peer Teaching among Physical Therapy Students during Human Gross Anatomy: Perceptions of Peer Teachers and Students

Science.gov (United States)

Youdas, James W.; Hoffarth, Brianna L.; Kohlwey, Scott R.; Kramer, Christine M.; Petro, Jaime L.

2008-01-01

Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized…

Teaching Future K-8 Teachers the Language of Newton: A Case Study of Collaboration and Change in University Physics Teaching

Science.gov (United States)

Briscoe, Carol; Prayaga, Chandra S.

2004-01-01

This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical…

Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

Science.gov (United States)

Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

Animation with concurrent narration versus narration in physical education lesson

Directory of Open Access Journals (Sweden)

Ioannou Panagiotis

2016-01-01

Full Text Available The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension during Physical Education lesson: narration versus animation with concurrent narration, during teaching shot put event. Thirty primary school children (boys and girls volunteered to participate in this study. In experiment students listened (narration and viewed (animation with narration the presentation of two shot putting styles. A problem-solving and a retention test were used to evaluate students' comprehension. Results showed that students' comprehension was better when shot putting styles were presented through a mixed model (animation and narration group than a single (narration. The animation with concurrent narration group performed better than the narration group, in problem-solving (M = 4.91, SD = 1.36 and in retention test (M = 5.98, SD = 1.28 t(28 = 1.89 p<0.01. An instructional implication is that pictures with words is more effective way of teaching when they occur continuingly in time, than only words during Physical Education lesson.

FROM THE EXPERIENCES OF TEACHING AIDS «PHYSICS IN SPORTS» FOR STUDENT-ATHLETES

Directory of Open Access Journals (Sweden)

A. R. Kamаleyeva

2014-10-01

Full Text Available A small number of audience hours (6 hours of lectures and 10 hours of practical training, provided for the study of the discipline «Natural scientific basics of physical culture and sports: Physics» student-athletes who are forced not to attend classes because of their participation in sports events and competitions, is not always enough for a complete mastery of their respective standard competencies.The way out of this situation may be the use of new methodological approaches, remote technologies, innovative teaching tools such as, for example, «Physics in sport» - designed by us as teaching methodical aid. The formulation of this allowance based on the idea of modular integration, the activity, the competency, concentrated, historical, personal and multi-dimensional approaches. As a result, the precise structure of the textbook, each topic which includes specific components (problem, unit upgrades, historical block, the theoretical block, generalization and systematization, block expansion and deepening, block of individual works, literature, allows student-athletes to study the laws physics in relation to the sport that allows you to use and transform the physical culture of the laws of natural science disciplines.The teaching methodical aid can be used with success for students of other directions, for example, «Adaptive physical education».

PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION

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Sarah Bansilal

2016-04-01

Full Text Available Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.

Positive experiences in physical education through teacher intervention in the teaching unit futsal.

Directory of Open Access Journals (Sweden)

Ángel Abós Catalán

2015-09-01

Full Text Available The interpersonal style used by the teacher of Physical Education (PE in their classes can trigger consequences for students inside and outside the classroom. Grounded in self-determination theory and achievement goal theory, the aim of the study was to analyze the relationship between motivational climate and support of the basic psychological needs (BPN generated by the PE teacher in the teaching unit (TU of futsal, with consequences of enjoyment and boredom, as well as the predisposition toward EF experienced by students. The sample was composed of 70 students (32 men and 38 women year 4th of compulsory Secondary Education, aged 15 to 17 years (M age = 15.31, SD = 0.49. The variables measured at the end of the TU were: motivational climate (EPCM, support of the BPN (CANPB and affective consequences (SSI the content of futsal and the predisposition towards PE (PEPS. The results of correlation analysis showed that the task climate and support of the BPN in the TU futsal, correlated positively and significantly with enjoyment and some predisposing factors toward PE, while doing it in reverse with boredom. Therefore, given the relationship between what happens in the classroom and outside it, seems necessary that teachers of PE generates a task climate and support of the BPN in each of curricular content, to students adopt life-styles more active and healthy. 

Insights into teaching quantum mechanics in secondary and lower undergraduate education

NARCIS (Netherlands)

Krijtenburg-Lewerissa, Kim; Pol, Hendrik Jan; Brinkman, Alexander; van Joolingen, Wouter

2017-01-01

This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences

Teaching Creatively in Higher Education

DEFF Research Database (Denmark)

Chemi, Tatiana; Zhou, Chunfang

The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and develop­me......­ment, together with teacher motivation and overall satisfaction. This booklet meets the need for renewal and creation in higher education, in order to address the challenges of the future, focusing on the benefits of teaching crea­tively at higher education.......The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and develop...

Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

Directory of Open Access Journals (Sweden)

Rodolfo Langhi

2012-01-01

Full Text Available This research intends to answer the following main question: which traces of teacher autonomy construction are possible to achieve during reflective formative processes in disciplines like Methodology and Physics Teaching Practice carried out during three semesters, in an undergraduate program designed to physics teachers´ initial education? Using an analytical device based on teachers education research assumptions, which we called convergent formative triangulation for progressive teaching autonomy, we had as a main objective the search for the chance to achieve progressive levels of teachers autonomy, according to its three teacher professionalization models, present in a critical and transformative perspective, relating them to the current formative paradigms: the contents based one, the humanist, the activist, the reflective and the technical (approaches we called CHART. Taking into consideration future physics teachers´ collective reflections about their own teaching practice, this research was supported by the following methodological instruments: focus group, coaching, self-confrontation and formative assessment, taking the discourse analysis as background. The outcomes of this research, which followed a sample of 40 future High School physics teachers during three semesters, through the use of five formative steps (planning, implementation, reflection, socialization, involvement and continuity, revealed the evidences of teachers autonomy construction, probably provided by their own teaching practice collective reflections, according to the analytical device used. This research showed that the reflections brakes provided during the process can allow the future teachers to position themselves critically in relation to their future pedagogical activities, even after their initial training. This experience leads us to rethink how subjects like Methodology and Teaching Practice have been teaching in the teachers’ education programs at

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

Energy Technology Data Exchange (ETDEWEB)

Burmeister, J. [Wayne State University School of Medicine, Detroit, MI (United States)

2016-06-15

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

International Nuclear Information System (INIS)

Burmeister, J.

2016-01-01

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active

Hegemonic Masculinity in Sport Education: Case Studies of Pre-Service Physical Education Teachers with Teaching Orientations

Science.gov (United States)

Chen, YuChun; Curtner-Smith, Matthew D.

2015-01-01

Previous research had indicated that pre-service teachers (PTs) with coaching orientations reinforced sexism and masculine bias while employing the sport education (SE) model. The purpose of the current study was to examine whether or not and the degree to which SE delivered by PTs with teaching orientations served to combat or reinforce sexism…

Integrated ICT System for Teaching Physical Sciences in a Robotic Laboratory

Directory of Open Access Journals (Sweden)

Spyros Kopsidas

2009-11-01

Full Text Available The Information and Communication Technologies provide economically feasible and effective means to assist individuals with kinetic disabilities in numerous activities concerning educational purposes. As the technology is increasingly used in everyday environments, an early response of the existing methods to teach the Physical Sciences to individuals with kinetic disabilities is our innovative system. The work presented in this article is part of the “Smart and Adaptable Information System for Supporting Physics Experiments in a Robotic Laboratory” (SAIS-PEaRL research project.

Interdisciplinary Teaching in Physical Education

Directory of Open Access Journals (Sweden)

Despina Kaittani

2017-12-01

In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.

Teaching excellence in nursing education: a caring framework.

Science.gov (United States)

Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

2009-01-01

Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

Fight-fitness in the program of student's physical education in higher educational institutions.

Directory of Open Access Journals (Sweden)

Muntian V.S.

2011-02-01

Full Text Available It is introduced the new author 's program / new area of physical, technical, tactical, moral and volitional and aesthetic development - Fight-fitness. It is singled out the basic components: martial arts / self-defence, physical training, kick- boxing aerobics, special moral and volitional / psychological training. Justified by the positive influence of employment Fight-fitness on the organism involved, the effectiveness of the impact on the development of physical and intellectual qualities (using suggestive method of teaching and special sports terminology in English, the need for education of practical skills / practical skills.

The Experience of Teaching Online in Nursing Education.

Science.gov (United States)

Gazza, Elizabeth A

2017-06-01

Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

Teaching Einsteinian Physics at Schools: Part 2, Models and Analogies for Quantum Physics

Science.gov (United States)

Kaur, Tejinder; Blair, David; Moschilla, John; Zadnik, Marjan

2017-01-01

The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the…

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning

Science.gov (United States)

Ennis, Catherine D.

2017-01-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may…

Near-peer education: a novel teaching program.

Science.gov (United States)

de Menezes, Sara; Premnath, Daphne

2016-05-30

This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

Studying Gender Bias in Physics Grading: The role of teaching experience and country

Science.gov (United States)

Hofer, Sarah I.

2015-11-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

Design Steps for Physic STEM Education Learning in Secondary School

Science.gov (United States)

Teevasuthonsakul, C.; Yuvanatheeme, V.; Sriput, V.; Suwandecha, S.

2017-09-01

This study aimed to develop the process of STEM Education activity design used in Physics subjects in the Thai secondary schools. The researchers have conducted the study by reviewing the literature and related works, interviewing Physics experts, designing and revising the process accordingly, and experimenting the designed process in actual classrooms. This brought about the five-step process of STEM Education activity design which Physics teachers applied to their actual teaching context. The results from the after-class evaluation revealed that the students’ satisfaction level toward Physics subject and critical thinking skill was found higher statistically significant at p technology, and engineering design process as the foundation when creating case study of problems and solutions.

ASPECTS RELATED TO THE CONDUCT OF THE PHYSICAL EDUCATION CLASS IN PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Dana Ioana CRISTEA

2017-01-01

Full Text Available Physical education, a subject included in the core curriculum in all educational cycles, with different number of hours, aims at training students attitudes and habits, specific to its field, also targeting other areas of education.The current pre-university education in Romania, including the physical education classes, joined the European standards of education.These require further reforms in both the organizational documents and the deployment methodology in the educational process in all university institutions.It is known that physical education lessons are conducted in dedicated facilities (sports court, gyms but what solution is there when we do not have these spaces?The classroom remains a loophole rescue, a space to be exploited with more creativity and motivation.This paper proposes a series of teaching strategies to achieve the objectives of physical education in primary school.

Imagery, intuition and imagination in quantum physics education

Science.gov (United States)

Stapleton, Andrew J.

2018-03-01

In response to the authors, I demonstrate how threshold concepts offer a means to both contextualise teaching and learning of quantum physics and help transform students into the culture of physics, and as a way to identify particularly troublesome concepts within quantum physics. By drawing parallels from my own doctoral research in another area of contemporary physics—special relativity—I highlight concepts that require an ontological change, namely a shift beyond the reality of everyday Newtonian experience such as time dilation and length contraction, as being troublesome concepts that can present barriers to learning with students often asking "is it real?". Similarly, the domain of quantum physics requires students to move beyond "common sense" perception as it brings into sharp focus the difference between what is experienced via the sense perceptions and the mental abstraction of phenomena. And it's this issue that highlights the important role imagery and creativity have both in quantum physics and in the evolution of physics more generally, and lies in stark contrast to the apparent mathematical focus and lack of opportunity for students to explore ontological issues evident in the authors' research. By reflecting on the authors' observations of a focus on mathematical formalisms and problem solving at the expense of alternative approaches, I explore the dialectic between Heisenberg's highly mathematical approach and Schrödinger's mechanical wave view of the atom, together with its conceptual imagery, at the heart of the evolution of quantum mechanics. In turn, I highlight the significance of imagery, imagination and intuition in quantum physics, together with the importance of adopting an epistemological pluralism—multiple ways of knowing and thinking—in physics education. Again drawing parallels with the authors' work and my own, I identify the role thought experiments have in both quantum physics education and in physics more generally. By

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

Science.gov (United States)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance

One physical educator's career cycle: strong start, great run, approaching finish.

Science.gov (United States)

Woods, Amelia Mays; Lynn, Susan K

2014-03-01

This article is nested within a longitudinal project examining 6 teachers' journeys along their career cycles (Lynn & Woods, 2010; Woods & Earls, 1995; Woods & Lynn, 2001). Two participants from the initial 6 continue to teach K-12 physical education; 1 of these participants, Everett, is examined in the current study. This veteran teacher's career-cycle movement and the environmental factors that both enhanced and constrained his career development are examined through the lens of Fessler and Christensen's career cycle model (1992). Data sources included: 8 formal interviews with Everett; formal interviews with his university teacher educators, student-teacher supervisor, principal, and spouse; informal interviews; field notes; and systematic teaching observations. An interpretative framework was used to assess the perceptions and meanings Everett gave to experiences as a physical educator and coach. Several factors acutely influenced Everett's career progression, including: (a) his individual disposition, (b) the impact and continued influence of a professional preparation program, and (c) his school and community support. He entered the profession with great promise and spent most of his career in the enthusiastic and growing, and the career stability, stages before shifting into the career frustration stage where he currently remains. Everett was able to negotiate personal and organizational environmental factors that have been identified as barriers for some physical educators. Therefore, viewing his professional life through the lens of the career cycle provides insights into the areas of change necessary to motivate and retain high-quality physical educators such as Everett.

Quality in university physics teaching: is it being achieved?

Science.gov (United States)

1998-11-01

This was the title of a Physics Discipline Workshop held at the University of Leeds on 10 and 11 September 1998. Organizer Ashley Clarke of the university's Physics and Astronomy Department collected together an interesting variety of speakers polygonically targeting the topic, although as workshops go the audience didn't have to do much work except listen. There were representatives from 27 university physics departments who must have gone away with a lot to think about and possibly some new academic year resolutions to keep. But as a non-university no-longer teacher of (school) physics I was impressed with the general commitment to the idea that if you get the right quality of learning the teaching must be OK. I also learned (but have since forgotten) a lot of new acronyms. The keynote talk was by Gillian Hayes, Associate Director of the Quality Assurance Agency for Higher Education (QAA). She explained the role and implementation of the Subject Reviews that QAA is making for all subjects in all institutions of higher education on a five- to seven-year cycle. Physics Education hopes to publish an article about all this from QAA shortly. In the meantime, suffice it to say that the review looks at six aspects of provision, essentially from the point of view of enhancing students' experiences and learning. No doubt all participants would agree with this (they'd better if they want to score well on the Review) but may have been more worried by the next QAA speaker, Norman Jackson, who drummed in the basic facts of life as HE moves from an elite provision system to a mass provision system. He had an interesting graph showing how in the last ten years or so more students were getting firsts and upper seconds and fewer getting thirds. It seems that all those A-level students getting better grades than they used to are carrying on their good luck to degree level. But they still can't do maths (allegedly) and I doubt whether Jon Ogborn (IoP Advancing Physics Project

An efficient and effective teaching model for ambulatory education.

Science.gov (United States)

Regan-Smith, Martha; Young, William W; Keller, Adam M

2002-07-01

Teaching and learning in the ambulatory setting have been described as inefficient, variable, and unpredictable. A model of ambulatory teaching that was piloted in three settings (1973-1981 in a university-affiliated outpatient clinic in Portland, Oregon, 1996-2000 in a community outpatient clinic, and 2000-2001 in an outpatient clinic serving Dartmouth Medical School's teaching hospital) that combines a system of education and a system of patient care is presented. Fully integrating learners into the office practice using creative scheduling, pre-rotation learning, and learner competence certification enabled the learners to provide care in roles traditionally fulfilled by physicians and nurses. Practice redesign made learners active members of the patient care team by involving them in such tasks as patient intake, histories and physicals, patient education, and monitoring of patient progress between visits. So that learners can be active members of the patient care team on the first day of clinic, pre-training is provided by the clerkship or residency so that they are able to competently provide care in the time available. To assure effective education, teaching and learning times are explicitly scheduled by parallel booking of patients for the learner and the preceptor at the same time. In the pilot settings this teaching model maintained or improved preceptor productivity and on-time efficiency compared with these outcomes of traditional scheduling. The time spent alone with patients, in direct observation by preceptors, and for scheduled case discussion was appreciated by learners. Increased satisfaction was enjoyed by learners, teachers, clinic staff, and patients. Barriers to implementation include too few examining rooms, inability to manipulate patient appointment schedules, and learners' not being present in a teaching clinic all the time.

Investigating Organizational Culture Perception of Students Studying in School of Physical Education and Sports in Turkey

Science.gov (United States)

Mutlu, T. Osman

2013-01-01

The aim of this study is to determine organisational culture of the students studying in School of Physical Education and Sports (SPES) in Turkey. The study group of the research is composed of 216 students studying in the third and fourth year of Physical Education and Sports Teaching, Sports Administration, Coaching Education and Recreation…

Educacao Fisica Escolar: A Construcao de um Conceito (School Physical Education: The Construction of a Concept).

Science.gov (United States)

Colpas, Ricardo Ducatti

2000-01-01

Seeks to understand school physical education praxis in light of the human development theories of Lev Vygotsky. Develops a methodology of teaching and a conception of learning that enables students to recognize physical education as a school discipline connected to a dynamic curriculum. (BT)

Environmental physics as a teaching concept

International Nuclear Information System (INIS)

Boeker, Egbert; Grondelle, Rienk van; Blankert, Piet

2003-01-01

Environmental physics is understood as the physics connected with analysing and mitigating environmental problems. It draws on most sub-disciplines of physics and provides a way of making physics relevant. In this paper the motivation of teaching environmental physics is discussed and examples of course content and supporting student work are given, based on work in the authors' department

From students to researchers: The education of physics graduate students

Science.gov (United States)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their

Perceptions of a disability sport unit in general physical education.

Science.gov (United States)

Grenier, Michelle; Collins, Karen; Wright, Steven; Kearns, Catherine

2014-01-01

The purpose of this qualitative study was to assess the effectiveness of a disability sport unit in shaping perceptions of disability. Data from interviews, observations, and documents were collected on 87 elementary-aged students, one physical education teacher, and one teaching intern. Comparisons were drawn between fifth graders engaged in a five-week disability sport unit to fourth graders participating in their standard physical education curriculum. Findings revealed differences in the way fourth and fifth graders came to view individuals with disabilities. The results support an analysis of curriculum development that underscores the significance of the social model in positively impacting constructions of disability. Recommendations include the use of disability sports in physical education as an effective strategy for educating students in game play, knowledge of the Paralympics, and the inclusion of individuals with disabilities in a variety of sporting venues.

Effect of a multi-dimensional intervention programme on the motivation of physical education students.

Science.gov (United States)

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students

Science.gov (United States)

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop. PMID:24454831

The Changing Value of Vigorous Activity and the Paradox of Utilising Exercise as Punishment in Physical Education

Science.gov (United States)

Aasland, Erik; Walseth, Kristin; Engelsrud, Gunn

2017-01-01

Background: Previous research on physical education (PE) teaching practice indicates that an exercise physiology discourse has assumed a dominant position within the field. Research shows that PE teachers are likely to emphasise physical fitness training in their teaching, and PE teachers seem to appreciate pupils who show high levels of physical…

Dimensions and psychology of peer teaching in medical education.

Science.gov (United States)

Ten Cate, Olle; Durning, Steven

2007-09-01

Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.

Comparison of Teaching Strategies for Cultural Humility in Physical Therapy.

Science.gov (United States)

Paparella-Pitzel, Susan; Eubanks, Robin; Kaplan, Sandra L

2016-01-01

Cultural competence and cultural humility are ongoing processes that healthcare professionals should continually strive for in order to provide effective and comprehensive plans of care for patients. This 2-year, longitudinal, educational pilot study describes the levels of competency in second-year entry-level physical therapy students and compares the outcomes of three teaching strategies for cultural competence and cultural humility. All students received a standard 2-hour lecture; study volunteers were randomly assigned to one of two enriched educational groups, involving a standardized patient or a paper case enrichment. Students shifted from initial levels of "culturally incompetent" and/or "culturally aware" to "culturally competent" as measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised. This shift was maintained after 1.5 yrs following the exposure. Because the enriched educational groups were underpowered, preliminary quantitative data are inconclusive, but qualitative feedback from students is strongly positive. A minimal dose of a structured 2-hr lecture with a skilled instructor, who creates a safe environment for cultural learning, produced positive shifts toward greater cultural competence. Five processes emerged for teaching cultural humility that may assist in designing comprehensive educational experiences on this topic. A framework for organizing course content is presented.

Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity

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Christine Bachman

2015-01-01

Full Text Available For approximately twenty-years, Web-enhanced learning environments have been popular in higher education. Much research has examined how best practices can integrate technology, pedagogical theories, and resources to enhance learning. Numerous studies of hybrid teaching have revealed mostly positive effects. Yet, very little research has examined how to teach a successful physical activity course using a hybrid format. Review of the literature: We reviewed the research regarding the design and implementation of a Web-enhanced physical activity course in a college population using pedagogical principles of learning and the10 self-determination theory. Method: Data were collected from students at the beginning and end of the course. The hybrid course consisted of completing weekly online activities, and selecting and participating in a face-to-face physical activity based on student’s choice. Conclusion: The authors propose this template as a model to assist faculty in designing and implementing a blended physical activity course.

Integrating Web-Based Teaching Tools into Large University Physics Courses

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Toback, David; Mershin, Andreas; Novikova, Irina

2005-12-01

Teaching students in our large, introductory, calculus-based physics courses to be good problem-solvers is a difficult task. Not only must students be taught to understand and use the physics concepts in a problem, they must become adept at turning the physical quantities into symbolic variables, translating the problem into equations, and "turning the crank" on the mathematics to find both a closed-form solution and a numerical answer. Physics education research has shown that students' poor math skills and instructors' lack of pen-and-paper homework grading resources, two problems we face at our institution, can have a significant impact on problem-solving skill development.2-4 While Interactive Engagement methods appear to be the preferred mode of instruction,5 for practical reasons we have not been able to widely implement them. In this paper, we describe three Internet-based "teaching-while-quizzing" tools we have developed and how they have been integrated into our traditional lecture course in powerful but easy to incorporate ways.6 These are designed to remediate students' math deficiencies, automate homework grading, and guide study time toward problem solving. Our intent is for instructors who face similar obstacles to adopt these tools, which are available upon request.7

The Analysis on Emotional Education in Vocational School English Teaching

Institute of Scientific and Technical Information of China (English)

兰州职业技术学院 730070

2015-01-01

In the time of advancing quality education, emotion education has been paid more and more attention. English teaching is both language teaching progress and emotional communication progress. Therefore, emotional education is extremely important and indispensable in vocational school classroom teaching. However, the current application of vocational school emotional education in English classroom teaching is still relatively weak. Based on the theory of emotional education, this paper attempts to explore the methods and strategies of applying emotional education in vocational school English classroom teaching. It has important theoretical significance on promoting the comprehensive development of the vocational school students, improving English teaching effect, promoting the healthy and sustainable development of the vocational school education, and enriching and developing the emotional teaching psychology and cognitive psychology theory.

Teaching Physical Geography with Toys, Household Items, and Food

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Carnahan, Laura; Pankratz, Mary Jo; Alberts, Heike

2014-01-01

While many college physical geography instructors already use a wide variety of creative teaching approaches in their classes, others have not yet been exposed to teaching with toys, household items, or food. The goal in this article is to present some ideas for teaching college-level physical geography (weather/climate and geomorphology) for…

Grand Challenges in Physics Education Research: Teacher Preparation

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Heron, Paula

2015-04-01

The courses, curricula and programs that produce new K-12 teachers have been the subject of research in the physics education community for many years. In terms of recruitment, curricula, and mentoring, programs and pathways vary considerably from institution to institution. Each program addresses many different aspects of teaching including knowledge of the content and familiarity with best teaching practices. At the same time, even within physics (or physical science) there is a broad range of student outcomes that are considered important, including acquisition of factual knowledge, development of skill with disciplinary practices, and positive attitudes toward the discipline and one's own abilities. Given the broad range of both input and outcome variables it is no surprise that there are very few clear answers about the impact of teacher preparation on teachers, students and society. In this talk I will summarize some of the main findings to date, and identify some areas where much more research is needed.

NICU nurse educators: what evidence supports your teaching strategies?

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Pilcher, Jobeth

2013-01-01

One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

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Päivi Kinnunen

2016-04-01

Full Text Available This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary. The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

Professional preferences of students in physical education and sport sciences

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Jerónimo García Fernández

2013-01-01

Full Text Available The actual context has enhanced job opportunities in the field of sport in order to respond to the current market demand. Thus, Physical Education and Sport Science graduates who begin to do differents jobs to the traditional ones but relate to their study field. The aim of this study was to guess which are the job preferences of the students of Physical Education and Sport Science of Seville University by gender and age doing the second cycle of their college degree and determine if there are significant differences. A descriptive analysis was carried out, using a questionnaire based on several researches, it was related to professional opportunities in sport sciences. The sample was of 118 students which represented 40.7% of the overall registered students. Results shown that sport management is the most preferable professional opportunity for women and men of the total sample, following in second place by teaching in secondary school for people older than 25 years of both sexes and teaching in primary school for the younger than 25 years. These findings announce changes in occupational trends in sports, to be taken into account in the framework of the European higher education (Degree of Science in Sport and Physical Activity, own US Masters and Official, lifelong learning programs....

Teaching Virtue through Physical Education: Some Comments and Reflections

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Jones, Carwyn

2008-01-01

In this paper I explore a number of important implications for a moral pedagogy through sport and physical education. In order to do so, I first reiterate the credentials of a virtue theoretical approach to moral action and moral agency and reinforce the claim that the philosophy and psychology of virtue are best suited to provide the firm ground…

History of Science in Physics Teaching: A Study About the Teaching of Gravitational Attraction Developed Among Prospective Teachers

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Sandra Regina Teodoro Gatti

2010-03-01

Full Text Available We report here some outcomes of a research related to a didactical experience aiming to integrate the History of Science to the Physics Teaching, taking as background the historical development of the gravitational attraction. The research, of qualitative approach, is a case study and it was carried out in a sample of eleven students belonging to an undergraduate physics program (called licenciatura in Brazil designed to from High School physics teachers in a São Paulo State Public University. We tried initially to reveal prospective teachers’ conceptions in order to provide a prepare that was used to guide the activities from the reality’s diagnosis. The aim was to promote discussions on the existence and persistence of alternative conceptions, on the historical evolution of the subject gravitational attraction, through readings and debates of texts contemplating recent subjects on the Science Education research, in order to generate dissatisfaction with traditional teaching models. The future High School physics teachers were asked to construct their own teaching proposal, through the development, in real situations, in a High School, of a mini-course based on: debates and synthesis developed in University classroom, the History of the Science and the student’s alternative conceptions. In this paper we will analyze future teachers’ alternative conceptions, the development of the course proposed, and details of the mini-courses taught by the prospective teachers in real situations, among High School students, its coherence and the posture changes observed in them.

Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

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Hills, Andrew P; Dengel, Donald R; Lubans, David R

2015-01-01

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

Developing Digital Simulations and its Impact on Physical Education of Pre-Service Teachers

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Esther Zaretsky

2006-08-01

Full Text Available The creation of digital simulations through the use of computers improved physical education of pre-service teachers. The method which was based on up-to-date studies focuses on the visualization of the body's movements in space. The main program of the research concentrated on building curriculum for teaching physical education through computerized presentations. The pre-service teachers reported about their progress in a variety of physical skills and their motivation in both kinds of learning was enhanced.

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

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Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

A comparison of physical self-concept between physical education and non-physical education university students

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Hamid ARAZI

2013-06-01

Full Text Available The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84. We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05 higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05 higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts.

Using Sport Education in a University Physical Activity Course

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Blocker, Danielle; Wahl-Alexander, Zachary

2018-01-01

At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…

Sighting Horizons of Teaching in Higher Education

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Barnett, Ronald; Guzmán-Valenzuela, Carolina

2017-01-01

This conceptual paper tackles the matter of teaching in higher education and proposes a concept of "horizons of teaching." It firstly offers an overview of the considerable empirical literature around teaching--especially conceptions of teaching, approaches to teaching and teaching practices--and goes on to pose some philosophical and…

Investigation of Students' Multiple Intelligence Domains in Three Different Departments of the School of Physical Education and Sports

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Ürgüp, Sabri; Aslan, Sinan

2015-01-01

The majority of the schools of physical education and sports in Turkey consist of three departments, which are physical education and sports teaching department, coaching education and sports management departments. All of these departments are applying similar entrance examinations, and mostly similar curriculum and learning styles to the…

Insights into Teaching Quantum Mechanics in Secondary and Lower Undergraduate Education

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Krijtenburg-Lewerissa, K.; Pol, H. J.; Brinkman, A.; van Joolingen, W. R.

2017-01-01

This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and…

Education problems and Web-based teaching: how it impacts dental educators?

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Clark, G T

2001-01-01

This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

Wiffle Ball: Turning a Backyard Favorite into an Appropriate Physical Education Unit

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Layne, Todd E.

2017-01-01

Wiffle ball is a game that has been played for many years (Santora, 2003). Unfortunately, implementation in physical education has been inconsistent at best. The sport education model outlined in this article provides an appropriate method for teaching skills associated with wiffle ball for a variety of ages. Students can develop appropriate…

FORMS OF MOVEMENT IN TERMS OF ELEMENTARY GAMES THE TEACHING OF PHYSICAL EDUCATION

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Igor Stanojević

2013-12-01

Full Text Available A sample of 60 respondents was drawn from the population of students of the third grade of primary school in Nis, aged nine ± 6 months, male, who attend regular physical education classes. Subsample of 30 respondents worked on speed and strength development through elementary games at additional physical education classes (experimental group, while the control group had only regular physical education classes defined by primary school curriculum. The aim of this study was to determine the effects of work on speed and strength development within the framework of extra physical education classes in the third grade. Tests for the assessment of speed implied six tests: running at 20, 40 and 60 meters, hand tapping, foot tapping and feet tapping on the wall; tests for the assessment of strength implied five tests: push-ups, back lifting, squats, trunk lifting on Swedish bench and trunk lifting for 30 seconds. For determining the effects multivariate analysis of covariance was applied. The results indicated statistically significant effect of the work on the experimental group in both motor dimensions. 

Relations of didactics of physics and projects of education in physics

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Zelenický, Ľubomír; Rakovská, Mária

2017-01-01

Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

Self-determination theory and understanding of student motivation in physical education instruction

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Đorđić Višnja

2010-01-01

Full Text Available Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

Characterization of the teaching aids in the teaching-learning process in Physical Education

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César Perazas Zamora

2017-04-01

Full Text Available The aids and resources of teaching are an important didactic component inside of the teaching learning process, they are the material support of the teaching aids, its adequate use warrant the quality of the process. With the accelerated development of the science, technique and technologies the audiovisual aids has passed to form part of the teaching learning process humanizing the teacher’s work and favouring the transmission of knowledge with a truly scientific approach. The objective of this article is standing out the main concepts, definitions and advantages of the teaching aids more used nowadays, its importance as didactic component and its adequate use in the teaching learning process linked with the objective, method and content, ensuring the lasting learning that contributes to raise the integral general culture of the students. Besides it deals with the topic of audiovisual aids as one of the components of the teaching learning process, it is offered concepts and definitions from different authors and emphasized the advantages, use and importance of its systematic and planned use.

ICT- The Educational Programs in Teaching Mathematics

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Dance Sivakova

2017-08-01

Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

Quality of life of teaching in Physical Education of Parana state, Brazil

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Jorge Both; Christi Noriko Sonoo; Juarez Vieira Nascimento; Hudson de Resende Moreira

2010-01-01

The aim of this study was to evaluate the correlation between the constructs of quality of work life (QWL) and lifestyle in Physical Education teachers from public schools in Parana State. The sample consisted of 654 teachers (299 men and 355 women), corresponding to a sampling error of 3.5%. A sociodemographic questionnaire, “Perceived Work Quality of Life Scale by Physical Education Teachers from Elementary to High School” and “Profile of Individual Lifestyle” were used for data collection....

Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors

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Tsui-Er Lee

2014-01-01

Full Text Available The effects of cooperative learning and traditional learning on the effectiveness and constraining factors of physical fitness teaching under various teaching conditions were studied. Sixty female students in Grades 7–8 were sampled to evaluate their learning of health and physical education (PE according to the curriculum for Grades 1–9 in Taiwan. The data were quantitatively and qualitatively collected and analyzed. The overall physical fitness of the cooperative learning group exhibited substantial progress between the pretest and posttest, in which the differences in the sit-and-reach and bent-knee sit-up exercises achieved statistical significance. The performance of the cooperative learning group in the bent-knee sit-up and 800 m running exercises far exceeded that of the traditional learning group. Our qualitative data indicated that the number of people grouped before a cooperative learning session, effective administrative support, comprehensive teaching preparation, media reinforcement, constant feedback and introspection regarding cooperative learning strategies, and heterogeneous grouping are constraining factors for teaching PE by using cooperative learning strategies. Cooperative learning is considered an effective route for attaining physical fitness among students. PE teachers should consider providing extrinsic motivation for developing learning effectiveness.

The use of educational technologies in the Physical Culture career

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Kaliane Valera-Rodríguez

2018-01-01

Full Text Available The use of information and communication technologies in pedagogical processes is an essential pillar in the current transformations of the different educational levels. This demands, the preparation of the future professor of Physical Culture in the use of different educational technologies from the subjects of the curriculum. However, there are no precisions for professors about this topic, limiting the development of skills of the graduates. The objective of this research is the proposal of methodological recommendations to facilitate the development of the teaching-learning process as a general contribution to the preparation of Physical Culture professors.

Experiences of using mobile technologies and virtual fieldtrips in Physical Geography: implications for hydrology education

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D. G. Kingston; W. J. Eastwood; P. I. Jones; R. Johnson; S. Marshall; D. M. Hannah

2011-01-01

Education in hydrology is changing rapidly due to diversification of students, emergent major scientific and practical challenges that our discipline must engage with, shifting pedagogic ideas and higher education environments, the need for students to develop new discipline specific and transferrable skills, and the advent of innovative technologies for learning and teaching. This paper focuses on new technologies in the context of learning and teaching in Physical Geography and refl...

Active Learning Strategies in Physics Teaching

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Karamustafaoglu, Orhan

2009-01-01

The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

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Levey, Janet A

The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

Problems of safety and risk in physical education

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Robert Podstawski

2015-10-01

Full Text Available Purpose: One of the methodology issues in Physical Education is providing children with safety. The purpose of this work is to present basic concepts of safety at Physical Education classes. Material & Methods: The issues connected with safety at classes of Physical Education have been discussed in the subsections, each of which focuses on different concepts such as: legal safety regulations, causes of hazards, theoretical models of preventing hazards at P.E. classes, nutrition programs related to exercise’s fulfillment, prevention of heat disorders and dehydration. Results: According to experts’ opinion, the causes of safety hazards at P.E. classes can be divided into three groups: caused by instructor, caused by a student, and finally hazards technical in nature. The number of accidents during P.E. classes is still substantial, and among most common hazards there are the following: fractures of upper and lower limbs, dislocations, contusions, tendonitis, muscle tear and cuts. Curiously, boys experience such injuries more frequently than girls. Conclusions: Even though safety rules at Physical Education classes are defined by specific regulations, children’s absolute safety is never guaranteed. In order to diminish the number of misadventures, instructor is obliged not only to adhere to the norms but also to teach children to safety rules.

Teaching Badminton through Play Practice in Physical Education

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Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers

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Bulgurcuoglu, Ahmet Nusret

2016-01-01

The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…

Development of Teaching Materials for a Physical Chemistry Experiment Using the QR Code

OpenAIRE

吉村, 忠与志

2008-01-01

The development of teaching materials with the QR code was attempted in an educational environment using a mobile telephone. The QR code is not sufficiently utilized in education, and the current study is one of the first in the field. The QR code is encrypted. However, the QR code can be deciphered by mobile telephones, thus enabling the expression of text in a small space.Contents of "Physical Chemistry Experiment" which are available on the Internet are briefly summarized and simplified. T...

Multimedia as a Means to Enhance Teaching Technical Vocabulary to Physics Undergraduates in Rwanda

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Rusanganwa, Joseph

2013-01-01

This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning…

Visual Body Pedagogies: How Anti-Oppressive Education Informs the Teaching and Learning of Sporting Bodies

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Owens, Robert E.; LeBlanc, Roger G.; Brown, Pam K.

2016-01-01

In this article, the authors borrow from anti-oppressive education theory for its potential to disrupt how students visually conceive sporting bodies and to problematize the teaching and learning of these bodies within undergraduate physical education (PE) programs. Fourteen photo stories produced by students enrolled in PE programs at two…

Physical Education in the context of rural education: the reality of the content ‘game’ in school

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Nair Casagrande

2017-07-01

Full Text Available This paper presents the results of the research "Physical Education in the Landless Workers' Movement (MST: pedagogical experiences". The study was conducted in agrarian reform areas of the MST in the Recôncavo region, State of Bahia, Brazil. Its overall aim was was to analyze the reality of the pedagogical practice of the content game in Physical Education classes at the School of the Settlement New Panema, between the years 2009 until 2011. Data collection instruments used in this research consisted of the literature review, participant observation, analysis and semi-structured interviews.The results reveal that despite the physical education not having appear as a curricular component in the political-pedagogical project of the school, the content "game" was present in the pedagogical practice of multisseriate class. However, this was used only as a teaching tool for other fields of knowledge or as a recreational activity; not as a content of Physical Education classes.

Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

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Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

2018-01-01

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

Professional development of future teacher of physical culture in informatively-educational space: information technologies in educational process

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Dragnev Y. V.

2012-07-01

Full Text Available A role and value of informative educational space in the professional becoming of future teacher of physical culture is considered. It is well-proven that such environment is characterized: by the volume of educational services, power, intensity, set of terms. It is shown that higher professional education requires perfection of the use of information technologies, programmatic and informative providing of educational process. It is set that modern information technologies are the mean of increase of efficiency of management all of spheres of public activity. It is marked that the process of forming of informative culture needs the personally oriented and differentiated going near the choice of the teaching programs. Directions of the use of information technologies in the controlled from distance teaching are selected. The ways of intensification of educational process are recommended through the increase of interest of students to the study of concrete discipline, increase of volume of independent work, increase of closeness of educational material.

Let's Make Physical Education More Physical and More Educational

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Duncan, Charles Arthur; Bellar, David M.

2015-01-01

Historically, physical education has a stereotypical image as being neither very physical nor educational. NASPE [National Standards for Physical Education] Standard 2 indicates that students in physical education classes should be able to demonstrate understanding and movement concepts, principles, and tactics as they apply to physical activity.…

Role Socialization Theory: The Sociopolitical Realities of Teaching Physical Education

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Richards, K. Andrew R.

2015-01-01

Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of…

Principles Supporting the Perceptional Teaching of Physics: A ``Practical Teaching Philosophy''

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Kurki-Suonio, Kaarle

2011-03-01

This article sketches a framework of ideas developed in the context of decades of physics teacher-education that was entitled the "perceptional approach". Individual learning and the scientific enterprise are interpreted as different manifestations of the same process aimed at understanding the natural and social worlds. The process is understood to possess the basic nature of perception, where empirical meanings are first born and then conceptualised. The accumulation of perceived gestalts in the "structure of the mind" leads to structural perception and the generation of conceptual hierarchies, which form a general principle for the expansion of our understanding. The process undergoes hierarchical development from early sensory perception to individual learning and finally to science. The process is discussed in terms of a three-process dynamic. Scientific and technological processes are driven by the interaction of the mind and nature. They are embedded in the social process due to the interaction of individual minds. These sub-processes are defined by their aims: The scientific process affects the mind and aims at understanding; the technological process affects nature and aims at human well-being; and the social process aims at mutual agreement and cooperation. In hierarchical development the interaction of nature and the mind gets structured into a "methodical cycle" by procedures involving conscious activities. Its intuitive nature is preserved due to subordination of the procedures to empirical meanings. In physics, two dimensions of hierarchical development are distinguished: Unification development gives rise to a generalisation hierarchy of concepts; Quantification development transfers the empirical meanings to quantities, laws and theories representing successive hierarchical levels of quantitative concepts. Consequences for physics teaching are discussed in principle, and in the light of examples and experiences from physics teacher education.

The impact of simulation education on self-efficacy towards teaching for nurse educators.

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Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S

2018-03-23

The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

Motivation in school physical education: practice reports to teachers to students of 3rd secondary education series of state network paulista

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Paulo César Cedran

2016-05-01

Full Text Available In the current design of School Physical Education the figure of the teacher should represent the mediation between knoledge and the teaching-learning process. So, thinking about the importance of the role that Professional in motivating students to participate in physical education classes, this paper aims reporting these experiences in building a concepto f physical education to arouse student’s interest in knowing it and the habito f practicing it. In this sense, our goal is to investigate and compare with schools in Pitangueiras/SP and Jaboticabal/SP cities, the motivational level of students in 3rd grade of High School in Physical Education classes, from the official curriculum implemented by the Department of Education of the State of São Paulo (ESS/SP in 2008.

Teaching Physics for Conceptual Understanding Exemplified for Einstein's Special Relativity

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Undreiu, Lucian M.

2006-12-01

In most liberal arts colleges the prerequisites for College Physics, Introductory or Calculus based, are strictly related to Mathematics. As a state of fact, the majorities of the students perceive Physics as a conglomerate of mathematical equations, a collection of facts to be memorized and they regard Physics as one of the most difficult subjects. A change of this attitude towards Physics, and Science in general, is intrinsically connected with the promotion of conceptual understanding and stimulation of critical thinking. In such an environment, the educators are facilitators, rather than the source of knowledge. One good way of doing this is to challenge the students to think about what they see around them and to connect physics with the real world. Motivation occurs when students realize that what was learned is interesting and relevant. Visual teaching aids such as educational videos or computer simulations, as well as computer-assisted experiments, can greatly enhance the effectiveness of a science lecture or laboratory. Difficult topics can be discussed through animated analogies. Special Relativity is recognized as a challenging topic and is probably one of the most misunderstood theories of Physics. While understanding Special Relativity requires a detachment from ordinary perception and every day life notions, animated analogies can prove to be very successful in making difficult topics accessible.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

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Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

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HASAN COŞKUN

2015-09-01

Full Text Available The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment, the nature and method of central examinations (multiple choice and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.

[Application of participatory teaching mode in oral health education].

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Ci, Xiang-ke; Zhao, Yu-hong; Wan, Li; Xiong, Wei; Wang, Yu-jiang; Ou, Xiao-yan

2013-06-01

To apply participatory teaching mode in oral health education, and to assess its role in cultivating comprehensive stomatological professionals suitable for the development of modern medicine. Sixty undergraduate students from grade 2005 in Stomatological College of Nanchang University were selected. Among those students, oral health education course was carried out by traditional teaching mode, while 120 undergraduate students from grades 2006 to 2007 received participatory teaching approach, which paid attention to practice in oral health education practice course. After the course, a survey and evaluation of teaching effectiveness was conducted. Questionnaire survey showed that participatory teaching mode could significantly improve the students' capabilities and provide much more help to their study. Application of participatory teaching mode in oral health education course for undergraduates is feasible. It can improve students' comprehensive ability and cultivate their cultural literacy and scientific literacy. It also meets the training goal of stomatological professionals and the development trend of education reform. Supported by Higher School Teaching Reform Research Subject of Jiangxi Province(JXJG-10-1-42).

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

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González-Espada, Wilson J.; Carrasquillo, Rosa E.

2017-09-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

Developing medical educators - a mixed method evaluation of a teaching education program.

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Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

2014-01-01

Background It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Results Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Conclusions Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

Developing medical educators--a mixed method evaluation of a teaching education program.

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Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

2014-01-01

It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

Career intentions of Australian physical education teachers

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Mäkelä, Kasper; Whipp, Peter R

2015-01-01

The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to...

Experiences of using mobile technologies and virtual field tours in Physical Geography: implications for hydrology education

OpenAIRE

D. G. Kingston; W. J. Eastwood; P. I. Jones; R. Johnson; S. Marshall; D. M. Hannah

2012-01-01

Education in hydrology is changing rapidly due to diversification of students, emergent major scientific and practical challenges that our discipline must engage with, shifting pedagogic ideas and higher education environments, the need for students to develop new discipline specific and transferrable skills, and the advent of innovative technologies for learning and teaching. This paper focuses on new technologies in the context of learning and teaching in Physical Geography and reflects on ...

Doubling the number of physics majors who teach

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Marder, Michael

2009-03-01

The American Physical Society has adopted a doubling initiative to increase the number of physics majors. One of the main motivations is to increase the number of physics majors certified to teach secondary physics. I will review some of the possible strategies for reaching this goal, and discuss some of the steps we have taken with UTeach, the program for secondary science and mathematics teacher preparation at The University of Texas at Austin.I will discuss the roles of curriculum revision, financial support, and community support in convincing majors to teach. Finally, I will talk about the expansion of UTeach into engineering.

Concept Teaching in Instrumental Music Education: A Literature Review

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Tan, Leonard

2017-01-01

This article is a review of research literature on the teaching of concepts in instrumental music education. It is organized in four parts (a) the value of concept teaching in large instrumental ensembles, (b) time spent teaching concepts during rehearsals, (c) approaches to concept teaching, and (d) implications for music education. Research has…

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

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Panigrahi, Manas Ranjan

2014-01-01

The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

Winning with Pinning: Enhancing Health and Physical Education with Pinterest

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Franks, Hillary; Krause, Jennifer M.

2017-01-01

Social media can enhance teaching and learning by contributing to a quality health and physical education (HPE) program. Social networking has equipped HPE teachers with many novel resources for use in their classrooms. Pinterest (www.pinterest.com) is a social media website that allows teachers to search and find lesson ideas and professional…

Good teaching is good teaching: A narrative review for effective medical educators.

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Berman, Anthony C

2015-01-01

Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area. © 2015 American Association of Anatomists.

Teaching Character Education to College Students Using Bildungsromans

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Novianti, Nita

2017-01-01

The paper reports a study on the teaching of character education in higher education using English Bildungsroman, "Jane Eyre." The participants were 35 sixth-semester students of English Literature program in an Indonesian state university. Guided by the approach to teaching character education exemplified by Ryan & Bohlin (1999),…

Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

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Spittle, Michael; Spittle, Sharna

2016-01-01

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…

Overview of medical physics teaching in Brazil

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Paulo Roberto Costa

Full Text Available Introduction:Brazil has seen a rise in the number of undergraduate courses in Medical Physics in recent years, as well as initiatives for the organization of graduation programs and clinical residencies in this multidisciplinary area. The purpose of the present study was to perform a data survey on academic training in Medical Physics in Brazil in the undergraduate, graduate, and residency levels until 2012.MethodsThe relevant information was requested for the leads of the training/teaching programs, which filled specific electronic forms. The data survey was accomplished by sending the forms to 38 educational institutions.ResultsThe majority (90% of the contacted institutions returned their specific requested information. It was estimated an offer of 400 enroll admissions per year in the group of institutions that offer undergraduate programs in Medical Physics. Federal or state public educational institutions offer around 61% of these admissions and 39% are offered by private universities. The average number of candidate competition was estimated on 3.6 ± 3.9 applicants per place in undergraduate programs, and the student’s complete the courses in 5.1 ± 0.7 years. The average number of undergraduate degrees awarded per year is 10.6 ± 7.3. At least 80% of educational programs have compulsory internships in their curricula with average duration of 307 ± 99 hours. In the graduation programs it was verified that the average time for concluding the programs were 2.2 ± 0.2 years, 4.1 ± 0.2 years and 4.7 ± 0.6 years for the MSc, PhD and direct-PhD, respectively. The programs have CAPES ratings varying from 4 to 7. Finally, until 2012 the residence programs offered 31 positions per year and the professional development programs (not residence provide 7 positions per year.ConclusionIt is understood that the presented numerical results offer a reliable scenario for the diagnosis of opportunities and scholarships distributions in each region of

A Document Analysis of Teacher Evaluation Systems Specific to Physical Education

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Norris, Jason M.; van der Mars, Hans; Kulinna, Pamela; Kwon, Jayoun; Amrein-Beardsley, Audrey

2017-01-01

Purpose: The purpose of this document analysis study was to examine current teacher evaluation systems, understand current practices, and determine whether the instrumentation is a valid measure of teaching quality as reflected in teacher behavior and effectiveness specific to physical education (PE). Method: An interpretive document analysis…

Music and movement education as a form of motivation in teaching Greek traditional dances.

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Likesas, G; Zachopoulou, E

2006-04-01

Research has shown that motivation for participating in physical education, particularly in traditional dances, has decreased dramatically. The aim of this research was to examine whether a music and movement program would increase pleasure and intrinsic motivation of students in elementary education while teaching them Greek traditional dances. 232 students were divided into two groups, a trained group of 135 participants (72 boys, 63 girls) and a control group of 97 (53 boys, 44 girls). The trained group was taught using the music and movement teaching model of traditional dances. The control group was taught using the instructional or guided teaching method of traditional Greek dances. To measure effectiveness of the two methods was accomplished by the completion of McAuley's Intrinsic Motivation Inventory. Analysis of scores showed use of music and movement education had a positive effect on intrinsic motivation for dancing and active participation of students, especially of the trained boys' group.

Science Teaching in Science Education

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Callahan, Brendan E.; Dopico, Eduardo

2016-01-01

Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

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Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

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Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

2018-01-01

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

Sustaining Physics Teacher Education Coalition programs in physics teacher education

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Rachel E. Scherr

2017-02-01

Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.