Diagnóstico del conocimiento conceptual en educación física: un estudio mixto en Chile

Troncoso, Sebastian Peña; Arévalo, Sergio Toro; Osses-Bustingorry, Sonia; Navarro‒Aburto, Braulio

doi:10.1016/j.rbce.2018.06.009

Cited by 4 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Different empirical evidence can be seen at a school level [ 47 , 48 , 49 , 50 ], which ratifies the importance of the conceptual dimension in physical education. As a discipline, for many years, its main focus has been on motor action resulting from “knowing how to do”.…”

Section: Discussionmentioning

confidence: 99%

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

Troncoso

Arévalo

Ramírez

et al. 2023

IJERPH

Self Cite

View full text Add to dashboard Cite

The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the “Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education” (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students’ sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.

show abstract

Section: Discussionmentioning

confidence: 99%

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

Troncoso

Arévalo

Ramírez

et al. 2023

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…In general, it tends to be mostly girls who abandon PE classes, while Carrillo et al [45] indicate that boys carry out more physical exercise in school time. Nevertheless, although girls are less committed to PE classes, they have a better understanding of the conceptual area of the discipline [46], and also obtain better academic results [47].…”

Section: Discussionmentioning

confidence: 99%

Motives of Students for or against the Practice of Physical Exercise and How They Are Related with the Climate in Physical Education Classes

Troncoso

Espinoza-Sánchez

Hérnandez-Mosqueira

et al. 2021

IJERPH

Self Cite

View full text Add to dashboard Cite

The main aim of the study was to investigate the reasons that motivate secondary school pupils to practise physical exercise, and how these motives are related to their perception of the climate in physical education classes. Participants: The sample consisted of 448 subjects, 36.8% girls and 63.2% boys, aged between 16 and 19 years (M = 17.61; SD = 0.96). The methodology was a descriptive cross-sectional study. Two instruments were applied: self-reporting by the pupils of their motives for practising physical exercise, and a questionnaire on their attitudes towards teachers’ behaviour and the physical education programme. The results showed that the strongest motive for the practice of physical exercise was “Prevention and positive health” (M = 5.29; SD = 1.45). In conclusion, there is a weak correlation among the pupils’ motives for practising physical exercise and their perception of the climate in class.

show abstract

“…Uno de esos ámbitos es la pedagogía y, más específicamente, la Educación Física (EF). Este ensayo se enmarca en la epistemología de la Educación Física chilena, considerando que es una disciplina pedagógica que ha estado siendo estudiada con mayor frecuencia desde esta perspectiva en los últimos años (Castillo-Retamal et al, 2020;Mujica, 2022a;Peña-Troncoso et al, 2019;Urra-López et al, 2023). Este estudio ha permitido visibilizar algunas tensiones epistemológicas que existen en torno a los ámbitos de estudio de la EF, viéndose involucrados el ámbito de la salud, el deporte y la motricidad humana (Mujica, 2022a).…”

Section: Introductionunclassified

Tensiones epistemológicas en Educación Física. El caso de la exclusión conceptual en los estándares disciplinares para la formación docente en Chile (Epistemological tensions in Physical Education. The case of conceptual exclusion in the disciplinary standards for teacher training in Chile)

Johnson

Reveco

Cáceres

et al. 2023

Retos

View full text Add to dashboard Cite

Las tensiones epistemológicas suelen darse por distintas interpretaciones de temáticas que son de un campo disciplinar, lo cual también se daría en la Educación Física. Aquello requeriría de diálogos amplios que visibilicen las tensiones para que se genere un estudio y un posicionamiento epistemológico que pueda contribuir a la disciplina. Este ensayo tiene como primer objetivo comprender algunas tensiones epistemológicas en torno a la Educación Física. Y, como segundo objetivo, analizar algunas exclusiones conceptuales en los estándares disciplinares de Educación Física para la formación inicial docente en Chile. En el desarrollo se exponen algunos ejemplos de exclusiones conceptuales en la Educación Física. Posteriormente, se expone la discusión filosófica sobre la validez de los conceptos que aluden a la dimensión física del ser humano, donde hay quienes se muestran a favor y en contra de excluirlos epistemológicamente. Se continúa con una comparación de los estándares orientadores de 2014 y 2021 de las carreras de Pedagogía en Educación Física de Chile, donde se destaca que algunos términos han sido excluidos, como el de actividad física. Se concluye que estas exclusiones no son coherentes con las bases curriculares de Educación Física y Salud del ámbito escolar. Tampoco lo serían con la presencia de estos términos en el lenguaje especializado de la disciplina a nivel nacional e internacional. Por ello, sería necesario reflexionar sobre la representatividad de aquellas decisiones curriculares en torno a la Educación Superior. Palabras clave: Tensión epistemológica, Educación Física, currículum, educación superior, dialéctica. Abstract. Epistemological tensions usually occur due to different interpretations of topics that are part of a disciplinary field, which would also occur in Physical Education. This would require broad dialogues that make tensions visible to generate a study and an epistemological positioning that can contribute to the discipline. The first objective of this essay is to understand some epistemological tensions around Physical Education. And, as a second objective, to analyze some conceptual exclusions in the disciplinary standards of Physical Education for initial teacher training in Chile. In the development, some examples of conceptual exclusions in Physical Education are presented. Subsequently, the philosophical discussion on the validity of the concepts that allude to the physical dimension of the human being is presented, where there are those in favor and against excluding them epistemologically. It continues with a comparison of the 2014 and 2021 guiding standards of the Physical Education Pedagogy careers in Chile, where it is highlighted that some terms have been excluded, such as physical activity. It is concluded that these exclusions are not consistent with the curricular bases of Physical Education and Health of the school environment. Neither are they consistent with the presence of these terms in the specialized language of the discipline at the national and international level. Therefore, it would be necessary to reflect on the representativeness of those curricular decisions regarding Higher Education. Keywords: Epistemological tension, Physical Education, curriculum, higher education, dialectics.

show abstract

Diagnóstico del conocimiento conceptual en educación física: un estudio mixto en Chile

Cited by 4 publications

References 14 publications

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

Motives of Students for or against the Practice of Physical Exercise and How They Are Related with the Climate in Physical Education Classes

Tensiones epistemológicas en Educación Física. El caso de la exclusión conceptual en los estándares disciplinares para la formación docente en Chile (Epistemological tensions in Physical Education. The case of conceptual exclusion in the disciplinary standards for teacher training in Chile)

Contact Info

Product

Resources

About