Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Direct Instruction vs. Cooperative Learning in Physical Education: Effects on Student Learning, Behaviors, and Subjective Experience
(1) Background: The objective was to analyze if cooperative learning (CL) can have benefits compared to direct instruction (DI) in learning, behavior, and subjective experience of pupils. (2) Methods: An intervention was performed with a counterbalanced within-subjects design. To perform the intervention, 75 schoolchildren aged 10 to 12 from four primary classes were divided into two groups, and two units were taught in each one, namely “games of the world” and “traditional games”, exchanging the methodologies CL and DI. Dependent measures were learning and retention over time, behavior, interest–enjoyment, value–utility, and affiliation. They were measured after each unit. Six months later, conceptual retention was also evaluated. (3) Wilcoxon signed-rank tests were conducted to analyze differences between methodologies. CL resulted in greater conceptual learning and retention. Likewise, CL students communicated with each other to a greater extent, although the time spent doing the activity were similar for both methodologies. No significant differences were found for the psychological variables. (4) Conclusions: The study confirmed the higher ability of CLs to improve cognitive learning and retention, as well as improved communicative behavior with peers and teachers.
Direct Instruction vs. Cooperative Learning in Physical Education: Effects on Student Learning, Behaviors, and Subjective Experience
(1) Background: The objective was to analyze if cooperative learning (CL) can have benefits compared to direct instruction (DI) in learning, behavior, and subjective experience of pupils. (2) Methods: An intervention was performed with a counterbalanced within-subjects design. To perform the intervention, 75 schoolchildren aged 10 to 12 from four primary classes were divided into two groups, and two units were taught in each one, namely “games of the world” and “traditional games”, exchanging the methodologies CL and DI. Dependent measures were learning and retention over time, behavior, interest–enjoyment, value–utility, and affiliation. They were measured after each unit. Six months later, conceptual retention was also evaluated. (3) Wilcoxon signed-rank tests were conducted to analyze differences between methodologies. CL resulted in greater conceptual learning and retention. Likewise, CL students communicated with each other to a greater extent, although the time spent doing the activity were similar for both methodologies. No significant differences were found for the psychological variables. (4) Conclusions: The study confirmed the higher ability of CLs to improve cognitive learning and retention, as well as improved communicative behavior with peers and teachers.
Direct Instruction vs. Cooperative Learning in Physical Education: Effects on Student Learning, Behaviors, and Subjective Experience
José Francisco Guzmán (Autor:in) / Elisa Payá (Autor:in)
2020
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
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