The role of artefacts in developing competences in physical education: exploring students’ experience and knowledge built in action

Gottsmann, Léa; Trohel, Jean; Gal‐Petitfaux, Nathalie

doi:10.1080/17408989.2021.1934662

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Student competence, having been a cornerstone of learning innovation in recent deca des, is the ultimate goal of modern education [18]. As a concept, student competence encompasses the affective, cognitive, and psychomotor skills and attitudes that are expected of students in the curriculum [19,20].…”

Section: Student Competencementioning

confidence: 99%

Success of university students in preparing hots questions using assignment-based direct instruction

Sahlan,

Pabbajah,

Muis

et al. 2024

5003

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The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

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Section: Student Competencementioning

confidence: 99%

Success of university students in preparing hots questions using assignment-based direct instruction

Sahlan,

Pabbajah,

Muis

et al. 2024

5003

View full text Add to dashboard Cite

show abstract

“…However, artefact culture is the key to assessing the school's reputation and internal development motivation to develop themselves and excel in all fields according to their interests and talents. Gottsmann, Trohel, and Petitfaux [45] identified that artefacts provide a symbolic meaning of knowledge built by teachers about learning culture and proof of an ongoing reputation. There are three meanings built by Gottsmann, Trohel, and Petitfaux [45] related to artefacts, among others: first, the meaning of the exchange of quality improvement between teachers and students through symbolic artefacts (to calculate scores) and the development of various student perceptions; second, the meaning of "service quality improvement", by using material artefacts to help develop good school services, and; third, refers to the unexpected knowledge by the teacher of the student's capacity.…”

Section: Artifacts Culturementioning

confidence: 99%

School culture and the quality of learning: The experience in Special Region of Yogyakarta

Surahman

Salmon

2023

IJERE

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Structural-based education is a significant challenge for elements of education in Indonesia. However, in the province of the Special Region of Yogyakarta, an alternative cultural approach strategy is applied during challenges from the structural model. This research uses the ethnographic method. The results showed that the quality of learning in research was based on structural learning strategies and value-based development efforts, which were then applied and applied in a learning culture (behavior, knowledge, and artefacts). These efforts are combined into a pattern of developing a learning culture and the pattern of gradual change, which also becomes a study. This research aims to bring up the concept of developing cultural learning strategies through values and practices while implementing structural educational policies. This study has limitations in the form of gaps in structural education problems that have not been confirmed, which are more inclined to the policy and political context, so the study requires a study pattern with a broader scope related to structural education problems that are still difficult to resolve, such as the development of equal access policies, education, and corruption.

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Exploring in a climbing task during a learning protocol: a complex sense-making process

Ganachaud

Ganière²,

Hacques

et al. 2023

Psychological Research

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A large body of literature has highlighted the role of exploration in skill acquisition, with much of it showing that variable practice conditions encourage exploration. However, how learners make sense as they explore contrasting learning conditions remains unclear. Our study, rooted in the enactive approach tested a twofold hypothesis: (1) exploration takes different forms speci ed by the general dimensions of sense-making activity and (2) the speci cation of these general dimensions is related to the practice conditions.Our study focused on a climbing task over a 10-session learning protocol. Twelve sports sciences students participated under variable and constant practice conditions. First, two steps were drawn from the course-of-action research program: (1) documenting the climbers' lived experience during previews and climbs with video recordings of their activity and self-confrontation interviews and (2) identifying the general dimensions of intentions, perceptions and actions using thematic analysis. On this basis, a quantitative analysis was then conducted to identify phenomenological clusters (PhC) through a hierarchical cluster analysis of the general dimensions. Last, the distributions of these PhC for the rst and last sessions of the learning protocol were compared.Our results showed singular distributions of the four PhC identi ed in both previews and climbs between the rst and last learning sessions. This supports our rst hypothesis by highlighting the four PhC, two for the preview and two for the climb. Our results did not support the second hypothesis, however, of a link between PhC and practice conditions in that no condition-speci c PhC were identi ed.

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The role of artefacts in developing competences in physical education: exploring students’ experience and knowledge built in action

Cited by 3 publications

References 25 publications

Success of university students in preparing hots questions using assignment-based direct instruction

Success of university students in preparing hots questions using assignment-based direct instruction

School culture and the quality of learning: The experience in Special Region of Yogyakarta

Exploring in a climbing task during a learning protocol: a complex sense-making process

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