Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China
Sustainability,
Год журнала:
2024,
Номер
16(5), С. 1862 - 1862
Опубликована: Фев. 24, 2024
Students
enrolled
in
secondary
schools
often
fail
to
engage
moderate
vigorous
levels
of
physical
activity
(MVLPA)
due
inadequacies
their
education
programs.
Physical
teachers
(PETs)
foster
student
involvement
MVLPA.
Consequently,
it
becomes
imperative
identify
and
scrutinize
factors
pertaining
PETs
that
could
influence
students’
MVLPA
within
school
settings,
an
area
has
been
relatively
overlooked
China.
To
address
this
gap,
the
present
study
delved
into
among
students
southwest
China
with
following
objectives:
(i)
assess
alongside
PET
characteristics
teaching
behaviors
during
classes;
(ii)
explore
discrepancies
characteristics;
(iii)
establish
connections
between
sessions.
A
questionnaire
survey
was
administered
54
full-time
across
nine
Chengdu,
China,
aimed
at
gathering
data
on
personal
professional
attributes.
Additionally,
a
system
for
observing
fitness
instruction
time
employed
document
instructional
traits,
while
accelerometers
were
utilized
track
The
objectives
investigated
using
multiple
statistical
analyses.
findings
indicate
do
not
meet
recommended
50%
allocation
Noteworthy
patterns
emerged,
revealing
1–5
years
experience
allocated
less
observation
more
classroom
management
compared
counterparts
6–10
over
10
experience.
Moreover,
invested
lessons
led
by
male
(B
=
−3.221)
significantly
higher
than
spent
female
PETs,
which
attributed
gender.
Furthermore,
under
tutelage
3.101)
those
2.989)
exhibited
MVLPAs
attitudes
such
as
1.621)
promoting
1.317)
sessions
positively
correlated
regression
analysis
revealed
explained
21.3%
variance.
This
offers
insights
PETs’
pivotal
role
activity.
It
underscores
ramifications
Chinese
educational
context.
Язык: Английский
Material-dialogic space as a framework for understanding material and embodied interaction science education
Research in Science & Technological Education,
Год журнала:
2024,
Номер
42(1), С. 202 - 218
Опубликована: Янв. 2, 2024
Background
This
special
issue
offers
a
substantial
contribution
to
the
field,
outlining
how
materiality
and
embodiment
offer
insights
into
science
learning
with
respect
argumentation,
use
of
diagrams
gestures
understand
abstract
concepts,
role
in
digital
importance
material
embodied
interactions
investigations,
plurilingual
settings
positioning
identities
learners
science.
Язык: Английский