Investigating perceptions of students receiving sports education towards eating habits and obesity

Kılıç, Yakup; Yildirim, Eyyüp Mennan

doi:10.18844/cjes.v15i1.4585

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Such are the benefits of interdisciplinary teaching and learning that at some universities interdisciplinary programs and projects have arisen. For instance, at the University of British Columbia, the UBC Mix Project is a program dedicated to advancing interdisciplinary education across the arts and sciences (Baloy, Fox & Sens, 2014;Costa, 2018;Kaplan Sayi & Kul, 2020;Kilic & Yildirim, 2020). In fact, UBC's strategic plan Place and Promise is stated: 'Through rigorous study within and across disciplines, students acquire the knowledge, inquiry and communication skills, professional abilities, and understanding of other cultures that enhance their personal development and enable them to contribute and lead in a global society,' (UBC, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Interdisciplinary block of learning challenges

Damy

Plascencia

2020

CERJ

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The Block of Sciences is a project that includes the contents of Differential and Integral Calculus and Mechanics around learning challenges that students solve along the semester. It becomes evident the development of not only disciplinary but also transversal competencies, so that students learn the contents and solve the challenges. In the concerning to the teaching work, there exist changes due to the fact that a very close communication among the team members during the full semester is necessary. The professor’s role in a subject transforms into a learning facilitator or guide in order to create an appropriate environment to produce a better and more meaningful learning. In addition, there is a supervising professor for the challenges, who supports the students through all the process. With respect to the students, they have a key and active role, and as a consequence, they get a more significant learning. Keywords: Competencies, educational innovation, multidisciplinary blocks, teamwork, Tec21.

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Section: Literature Reviewmentioning

confidence: 99%

Interdisciplinary block of learning challenges

Damy

Plascencia

2020

CERJ

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“…In other words, project-based learning is defined as a learning process that allows students to learn by doing and living with problems like a scientist. The project-based learning approach includes performance elements related to a problem or task through collaboration and research and review over a wide range of time [21], [3], [16], [19]. In general, project-based learning is a learning process involving students reporting results by revealing a concrete product as a result of research within a certain period of time, depending on the problems that students encounter in everyday life or the duration of scientific research in a planned manner as individuals or groups [1], [25].…”

Section: Introductionmentioning

confidence: 99%

A Content Analysis Study for Instructional Technology Themed TUBITAK Projects

Uzunboylu¹,

Demi̇r²

2021

TEM Journal

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The purpose of this research, themed Education Scientific and Technological Research Council of Turkey (TUBITAK) content analysis of the instructional technology projects, is to make an assessment of the situation. The data of the research were collected through document analysis, one of the qualitative research methods, and subjected to descriptive and content analysis. As a result of the research: when considering the distribution by years, the most projects are seen in 2015 and 2017. Considering the disciplines in which the projects take place, it is evident that they are mostly in the field of Information Technologies. When we consider the result regarding the level of the schools involved in the teaching-themed projects, the highest number was seen in the projects that included primary and secondary schools.

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Optimising Physical Education Classes in Schools Using Technology: The use of mobile apps for active participation of medically exempt students with a focus on skill development and medical rehabilitation

Pârvu,

Szabo,

Ungurean

et al. 2023

Balneo and PRM Research Journal

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The literature focuses more on healthy students, and the methodologies for organising physical education lessons do not address in depth the problem of physically exempt students who, with time, transform from exempt students into possible patients. This research aims to develop the application "Info-Scutit-Efort" in physical educa-tion lessons to facilitate learning, assessment of medically exempt students and their en-gagement in directed/adapted effort recovery programs in the physical education lesson. The research also aims to extend the use of the application to cover a broader range of needs. This study highlights the usefulness of the "Info-Scutit-Efort" app to actively and consciously engage 55 medically exempt students (58.2% of the total and 42.8% partially) in physical education lessons. The app, in an enhanced form, offers free and flexible access to different functionalities, in line with all the content of the curriculum and the Medical Checklist, transformed into questions so that the exempted student can access information about previously taught homework, homework taught in real-time, or information about general or particular medical recommendations depending on the diagnosis. In the assessment section, students can access tasks and tests to assess their knowledge, and in the self-assessment section, they can use tools to track their progress. The assessment provided by the app after the session can give the student a grade for previously taught information if they access the homework from the lessons covered, or it can provide a grade for the current assessment to test active and conscious participation in the lesson just taught as well as information about the indications, recovery programs, received from doctors for various conditions for which students have received medical exemption. The results of the simple linear regression analysis revealed that the relationship between the time spent accessing the application (minutes = 18.60±4.821) and the grade received is significant (p <0.05), with a regression coefficient of 0.241 and an R² of 0.762, which means that the time spent accessing the application explains 76.2% of the variation in the grade received.

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Investigating perceptions of students receiving sports education towards eating habits and obesity

Cited by 3 publications

References 9 publications

Interdisciplinary block of learning challenges

Interdisciplinary block of learning challenges

A Content Analysis Study for Instructional Technology Themed TUBITAK Projects

Optimising Physical Education Classes in Schools Using Technology: The use of mobile apps for active participation of medically exempt students with a focus on skill development and medical rehabilitation

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