Background:Physical education(PE)is a key channel that impacts children's decisions and behaviors for healthful living.This study evaluated the effects of a concept-based PE(CBPE)instructional unit,featured by ene...Background:Physical education(PE)is a key channel that impacts children's decisions and behaviors for healthful living.This study evaluated the effects of a concept-based PE(CBPE)instructional unit,featured by energy balance(EB)education,on students'knowledge learning,situational interest,cognitive,and physical engagements as well as teachers'perceptions.Methods:Fourth and 5th grade students(n=468)in a mid-western state of the United States were recruited as the participants.Four elementary schools were randomized to the CBPE or control groups.Students'EB knowledge,situational interest,cognitive engagement,and physical engagement were measured by a knowledge test,the Situational Interest Scale—Elementary,written task sheets,and accelerometers,respectively,while teachers'perceptions of the CBPE unit were captured by individual interviews at the end of the experiment.Results:The CBPE group showed a significant increase in EB knowledge,while the control did not.Both groups showed a similar increasing trend for situational interest over time,although the statistical results favored the control group.For physical engagement,the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group.The CBPE group also showed a moderate level of cognitive engagement throughout the unit.The PE teachers reported overall positive perceptions about teaching the CBPE unit.Conclusion:These results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences.展开更多
NSSE(National Survey of Student Engagement,全美大学生学习性投入调查)是基于学习性投入相关理论开展的全美大学生学习情况调查项目。这一项目根据学业挑战度、主动合作学习水平、生师互动、校园环境支持度、教育经验的丰富度等五大...NSSE(National Survey of Student Engagement,全美大学生学习性投入调查)是基于学习性投入相关理论开展的全美大学生学习情况调查项目。这一项目根据学业挑战度、主动合作学习水平、生师互动、校园环境支持度、教育经验的丰富度等五大核心指标收集学生的学习信息,关注学生的学习体验。这不仅充分实践了"以学生学习为中心"的理念,还为现行的评价制度提供了有力的补充,为学校和教师发现学生学习过程中的问题提供了新的思路,也为各高校间相互深入学习提供了可能。展开更多
文摘Background:Physical education(PE)is a key channel that impacts children's decisions and behaviors for healthful living.This study evaluated the effects of a concept-based PE(CBPE)instructional unit,featured by energy balance(EB)education,on students'knowledge learning,situational interest,cognitive,and physical engagements as well as teachers'perceptions.Methods:Fourth and 5th grade students(n=468)in a mid-western state of the United States were recruited as the participants.Four elementary schools were randomized to the CBPE or control groups.Students'EB knowledge,situational interest,cognitive engagement,and physical engagement were measured by a knowledge test,the Situational Interest Scale—Elementary,written task sheets,and accelerometers,respectively,while teachers'perceptions of the CBPE unit were captured by individual interviews at the end of the experiment.Results:The CBPE group showed a significant increase in EB knowledge,while the control did not.Both groups showed a similar increasing trend for situational interest over time,although the statistical results favored the control group.For physical engagement,the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group.The CBPE group also showed a moderate level of cognitive engagement throughout the unit.The PE teachers reported overall positive perceptions about teaching the CBPE unit.Conclusion:These results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences.
文摘NSSE(National Survey of Student Engagement,全美大学生学习性投入调查)是基于学习性投入相关理论开展的全美大学生学习情况调查项目。这一项目根据学业挑战度、主动合作学习水平、生师互动、校园环境支持度、教育经验的丰富度等五大核心指标收集学生的学习信息,关注学生的学习体验。这不仅充分实践了"以学生学习为中心"的理念,还为现行的评价制度提供了有力的补充,为学校和教师发现学生学习过程中的问题提供了新的思路,也为各高校间相互深入学习提供了可能。
