Flipped Classroom im Physikunterricht der Oberstufe

Der Flipped Classroom ist eine methodische Großform, die häusliches eLearning mit schulischem Präsenzlernen kombiniert. Dabei bereiten sich Schülerinnen und Schüler durch online verfügbare Lernvideos zuhause auf den Unterricht vor. In der Schule steht dann die Anwendung und Vertiefung des neu erworbenen Wissens im Zentrum. Somit wird mehr Freiraum für die Festigung und Anwendung des Wissens im Unterricht geschaffen. Die Studie untersucht im quasi-experimentellen Pre-/Post-Design mit Kontrollgruppe (N = 151) die Anwendung des Flipped Classrooms im Physikunterricht der Sekundarstufe II. Die Forschungsfragen richten sich auf die Lernwirksamkeit des Flipped Classrooms, ihre Auswirkung auf Interesse und Motivation der Schülerinnen und Schüler sowie auf modulierende Faktoren. Über einen Zeitraum von acht Schulwochen wurde die Unterrichtsreihe „Induktion und elektromagnetischer Schwingkreis“ von mehrern Lehrkräften konventionell und in enger Synchronisation unter Erteilung regelmäßiger Hausaufgaben unterrichtet. Der Treatmentgruppe dienten 16 von den Lehrkräften erstellte Lernvideos, die eng an die Inputphasen des konventionellen Unterrichts angelehnt waren, als häusliche Vorbereitung. Mit Hilfe eines Pre-/Post-Fragebogens und eines Pre-/Post-Fachwissenstests wurden die relevanten Daten erhoben

Flipped Classroom im Physikunterricht der Oberstufe

Der Flipped Classroom ist eine methodische Großform, die häusliches eLearning mit schulischem Präsenzlernen kombiniert. Dabei bereiten sich Schülerinnen und Schüler durch online verfügbare Lernvideos zuhause auf den Unterricht vor. In der Schule steht dann die Anwendung und Vertiefung des neu erworbenen Wissens im Zentrum. Somit wird mehr Freiraum für die Festigung und Anwendung des Wissens im Unterricht geschaffen. Die Studie untersucht im quasi-experimentellen Pre-/Post-Design mit Kontrollgruppe (N = 151) die Anwendung des Flipped Classrooms im Physikunterricht der Sekundarstufe II. Die Forschungsfragen richten sich auf die Lernwirksamkeit des Flipped Classrooms, ihre Auswirkung auf Interesse und Motivation der Schülerinnen und Schüler sowie auf modulierende Faktoren. Über einen Zeitraum von acht Schulwochen wurde die Unterrichtsreihe „Induktion und elektromagnetischer Schwingkreis“ von mehrern Lehrkräften konventionell und in enger Synchronisation unter Erteilung regelmäßiger Hausaufgaben unterrichtet. Der Treatmentgruppe dienten 16 von den Lehrkräften erstellte Lernvideos, die eng an die Inputphasen des konventionellen Unterrichts angelehnt waren, als häusliche Vorbereitung. Mit Hilfe eines Pre-/Post-Fragebogens und eines Pre-/Post-Fachwissenstests wurden die relevanten Daten erhoben

Pre-competition habits and injuries in Taekwondo athletes

BACKGROUND: Over the past decade, there has been heightened interest in injury rates sustained by martial arts athletes, and more specifically, Taekwondo athletes. Despite this interest, there is a paucity of research on pre-competition habits and training of these athletes. The purpose of this pilot study was to assess training characteristics, competition preparation habits, and injury profiles of Taekwondo athletes. METHODS: A retrospective survey of Canadian male and female Taekwondo athletes competing in a national tournament was conducted. Competitors at a Canadian national level tournament were given a comprehensive survey prior to competition. Items on training characteristics, diet, and injuries sustained during training and competition were included. Questionnaires were distributed to 60 athletes. RESULTS: A response rate of 46.7% was achieved. Of those that responded, 54% dieted prior to competition, and 36% dieted and exercised pre-competition. Sixty-four percent of the athletes practised between 4–6 times per week, with 54% practicing 2 hours per session. Lower limb injuries were the most common (46.5%), followed by upper extremity (18%), back (10%), and head (3.6%). The majority of injuries consisted of sprains/strains (45%), followed by contusions, fractures, and concussions. More injuries occurred during training, including 59% of first injuries. CONCLUSION: More research needs to be conducted to further illustrate the need for appropriate regulations on weight cycling and injury prevention

A comparison of physical self-concept between physical education and non-physical education university students

The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ) and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84). We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05) higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05) higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts

Flipped Classroom im Physikunterricht

Flipped Classroom ist eine innovative Unterrichtsmethode, bei der sich Schülerinnen und Schüler zuhause mit Lernvideos auf den Unterricht vorbereiten. Im Unterricht selbst steht dann die Anwendung und Vertiefung des Wissens in kooperativen Lernsettings im Vordergrund. Wissenschaftlich ist der Einsatz dieser Methode im deutschen Schulunterricht bislang nicht untersucht worden, auch nicht im Physikunterricht. Haben die Schülerinnen und Schüler hier einen höheren Lernzuwachs? Ändern sich das Selbstkonzept, das Fachinteresse und die Motivation? Welche Rolle spielt dabei das Leistungsvermögen oder das Geschlecht? Die vorliegende quasi-experimentelle Interventionsstudie im Pre-/Postdesign mit Kontrollgruppe untersuchte den Einsatz des Flipped Classroom im Physikunterricht. Dabei zeigten sich positive Effekte auf den Lernerfolg sowie teilweise auf affektive Lernmerkmale. Motivational profitierten vor allem die Mädchen vom Flipped Classroom, die Jungen hingegen verbesserten deutlich ihre Hausaufgabendisziplin

Flipped Classroom in Physics Education

In der Unterrichtsmethode Flipped Classroom sind schulische und häusliche Aktivitäten vertauscht. Instruktionale Elemente werden in online verfügbare Lernvideos ausgelagert, welche die Schüler als häusliche Vorbereitung ansehen. Im Unterricht stehen dann schülerzentrierte Tätigkeiten im Vordergrund, in denen die Schüler ihr Wissen anwenden und vertiefen können. Durch die Auslagerung von Inputphasen wandelt sich die Rolle des Lehrers vom Instructor zum Lernbegleiter. Die vorliegende quasi-experimentelle Studie im Pre-/Postdesign mit Kontrollgruppe untersuchte die Wirkungen des Flipped Classroom in Physikkursen der Oberstufe (Grundkursniveau) an zwei deutschen Gymnasien mit N = 151 Schülerinnen und Schülern. Acht Physikkurse der 11. Jahrgangsstufe nahmen an der Studie teil, die sich über einen Zeitraum von zwei Schuljahren erstreckte (2015/16 und 2016/17). Vier der fünf teilnehmenden Lehrkräfte unterrichteten sowohl einen Kontroll- als auch einen Treatmentkurs. Sämtliche Lernvideos wurden von den Lehrkräften selbst erstellt. Dabei integrierten sie reale Experimente, um dem Anspruch physikauthentischen Unterrichts gerecht zu werden. Die Forschungsfragen richteten sich sowohl auf die Leistung in einem Fachwissenstest als auch auf affektive Lernmerkmale wie die Motivation, das Interesse und das Selbstkonzept. Zusätzlich wurden die wahrgenommene Lehrerunterstützung und das Hausaufgabenverhalten untersucht. Die Anwendung von Flipped Classroom im Physikunterricht zeigte größtenteils positive Effekte. Die Schülerinnen und Schüler im Flipped Classroom hatten einen höheren kognitiven Lernzuwachs und ein besseres Selbstkonzept als ihre Mitschüler, die traditionell unterrichtet wurden. Das Leistungsniveau und das Geschlecht der Schülerinnen und Schüler hatten dabei keinen Einfluss auf diese Effekte. Während die Motivation, sich mit Physik zu beschäftigen, in der Kontrollgruppe sank, blieb sie in der Treatmentgruppe auf konstantem Niveau. Bei genauerem Blick zeigte sich, dass die Motivation bei Schülerinnen im Flipped Classroom anstieg, bei Schülerinnen im traditionellen Unterricht jedoch abnahm. Das Interesse am Unterrichtsfach Physik wurde in beiden Gruppen geringer. Sowohl die wahrgenommene Lehrerunterstützung als auch die Hausaufgabendauer blieben in beiden Gruppen zwischen Pre- und Posttest unverändert. Die Hausaufgabendisziplin war im Flipped Classroom jedoch deutlich höher, was zeigt, dass die Schülerinnen und Schüler eher bereit waren, sich instruktionale Lernvideos anzusehen als klassische Hausaufgaben zu bearbeiten.Flipped Classroom inverts traditional teaching methods by delivering direct instruction in online learning videos. The students watch the videos at home so that class time is freed up for student centered and collaborative activities that allow a deeper exploration of the con-tent. By outsourcing lectures, the role of the teacher shifts from instructing to coaching the students. The quasi-experimental pre/post-study with control group examined the effects of flipped classroom applied to basic physics courses at two German secondary schools with N = 151 students in a three-months-treatment. Eight 11th grade physics courses took part in the study that was conducted in the school years 2015/16 and 2016/17. Four of five teachers in-volved in the study taught both control and treatment courses. All videos were produced by the teachers and incorporated real experiments to ensure an authentic physics education experience. The research questions focused on the performance in a content knowledge test as well as non-cognitive attitudes such as motivation, interest and self-concept. In addition, perceived teacher support and homework habits were also evaluated. Applying flipped classroom in physics school education showed largely positive results. The students in flipped classroom had a higher gain in cognitive learning and a better self-concept than those in a traditional classroom setting. Physics aptitude as well as gender did not moderate these effects. Whereas the motivation to engage in physics declined in the control group, it remained unchanged in the treatment group. In particular, female students in flipped classroom developed a higher motivation to engage in physics than their female peers who lost motivation in the traditional classroom. The interest in physics as a school subject decreased in both groups. The perceived teacher support and the average length of homework stayed the same in both groups between pre- and post-test. However, the homework discipline was considerably higher in flipped classroom which showed that stu-dents were more likely to watch instructional videos than do traditional homework

Flipped Classroom im Physikunterricht

Flipped Classroom ist eine innovative Unterrichtsmethode, bei der sich Schülerinnen und Schüler zuhause mit Lernvideos auf den Unterricht vorbereiten. Im Unterricht selbst steht dann die Anwendung und Vertiefung des Wissens in kooperativen Lernsettings im Vordergrund. Wissenschaftlich ist der Einsatz dieser Methode im deutschen Schulunterricht bislang nicht untersucht worden, auch nicht im Physikunterricht. Haben die Schülerinnen und Schüler hier einen höheren Lernzuwachs? Ändern sich das Selbstkonzept, das Fachinteresse und die Motivation? Welche Rolle spielt dabei das Leistungsvermögen oder das Geschlecht? Die vorliegende quasi-experimentelle Interventionsstudie im Pre-/Postdesign mit Kontrollgruppe untersuchte den Einsatz des Flipped Classroom im Physikunterricht. Dabei zeigten sich positive Effekte auf den Lernerfolg sowie teilweise auf affektive Lernmerkmale. Motivational profitierten vor allem die Mädchen vom Flipped Classroom, die Jungen hingegen verbesserten deutlich ihre Hausaufgabendisziplin

A comparison of perceptions of selected groups toward an objectives generation matrix to determine physical education needs of secondary school students

Purpose of the Study The basic purpose of this study was to assess and compare perceived needs of secondary school students in physical education as identified by selected groups. A three-dimensional model for evaluation was developed to elicit responses. Specifically, the study sought to: (1) Develop a three-dimensional model for the assessment of perceived needs, (2) Identify the perceptions of subpopulations of secondary school students (males, females, high-level performers, members of basic instructional programs, students from high socio-economic schools, students from low socio-economic schools), their parents or guardians, physical education teachers, athletic coaches, and nationally acknowledged physical education curriculum specialists, (3) Similarities and differences between the perceptions of the groups toward selected aspects of the physical education curriculum were determined. Procedures The instrument used in this study consisted of an array of objectives to which a respondent reacted to a scaled numbered one through seven, as to the perceived degree of relative importance of each objective. A preliminary instrument was developed and administered to high school students in two school districts. The final version of the instrument consisted of 47 statements of objectives, 14 of which represented psychomotor objectives, 28 of which represented affective and cognitive objectives, and five of which were either repeated or rephrased to assess consistency in responses. Objectives in the instrument were generated by a matrix consisting of three principal factors: Program Categories (general objectives of physical education), Behavior Dimensions (psychomotor, affective and cognitive dimensions of learning), and Populations (respondent groups). Program Categories include Organic Development (concerned with the ability to do physical work, to play vigorously, or to have reserve vitality to adapt to daily situations requiring strength, endurance and vitality), Neuromuscular Development (includes sports habits and skills), Interpretive Development (relates to sports understanding) and Impulsive Development (characterized as the instinct mechanisms as well as the development of the emotions). The data were subjected to a number of analyses. Principal components factor analysis followed by an orthogonal rotation to the varimax criterion was used to identify factor structure and to calculate factor scores for use in generating modified scores that were representative of respondents' perceptions toward each of the six Categories. Alpha factor analysis with a varimax rotation was used to assess coefficients of generalizability. Between group and within group differences were determined by means of the Analysis of Variance technique. Duncan's New Multiple Range Test and Kramer's extension of Duncan's New Multiple Range Test for groups with unequal number of replications were used to determine the group or groups and Category or Categories responsible for the rejection of the null hypothesis of equal means. Differences in perceptions of the subpopulations of students were determined by means of the independent t test. Findings Curriculum specialists in physical education were responsible for the significant difference (at the .001 level) between groups within Factor 1, Neuromuscular Development: Psychomotor. Their perception of the importance of this Category was significantly higher than each of the other groups'. Multiple comparison procedures for Factor 2, Impulsive Development, revealed that the athletic coaches perceived this Category as significantly less important than did the remaining groups. In Factor 3, Interpretive Development the rejection of the null hypothesis was a consequence of the low value attributed to this Category by the coaches. Significant differences also appeared when contrasting the students with the parents, as well as the teachers with the parents relative to Factor 3. In Factor 4, Organic Development: Affective/Cognitive, it is noted that the parents rated objectives in the Category higher than any other group. Discrepancies between the responses of both the curriculum experts and the athletic coaches were also significantly higher than the responses of the teachers, who ranked the Category the lowest. In Factor 5, Organic Development: Affective/Cognitive, the data revealed that inequalities of perceptions appeared when differentiating the responses of the parents, teachers and students with the athletic coaches. The athletic coaches placed little creedence on the value of this Category. Parents, teachers and students all identified this Category as being of greater need for secondary school students in physical education than did the curriculum specialists. The independent t test was utilized to identify different perceptions of the subpopulations of students. A number of significant differences were noted when contrasting the males and the females, the high level performers with the non-athletes, and the students from high socioeconomic schools with students from low socio-economic schools. Within group analysis for each group resulted in the rejection of the null hypothesis for the curriculum specialists, the parents, and the athletic coaches. Although non-significant differences were recorded when analyzing student responses, differences were noted when the subpopulations of students were investigated separately. The physical education teachers rated each Category similarly, thus resulting in a failure to reject the null hypothesis of equal cell means for the six Categories. Conclusions A number of factors should be considered when interpreting the data, determining the findings, and drawing the conclusions. It should be noted that the needs which were assessed were limited to those encompassed within the questionnaire employed in this study. No attempt was made to quantify open-ended responses obtained, and consequently, conclusions can only be made as they relate to and reflect the importance of the Categories and Behaviors included in the instrument. Providing educators with research data about what the various groups think the schools should be teaching should add to the factual dimension of the educational decision-making process. Conclusions based on what these groups think the schools should be teaching provides a comparatively well-defined statement of the expectations of these groups. These expectations either will reinforce educators' value judgments and philosophies, or they will demonstrate how these subjective judgments must be modified to bring them into focus with reference group opinion. It appears that the following conclusions are justified and consistent with the findings of the study: 1. The Objectives Generative Matrix provides a viable instrument to generate objectives to identify and compare perceptions of selected groups to determine physical education needs of secondary school students in physical education. 2. The questionnaire utilized enables the discrepancies between respondents perceptions to be delineated. 3. The respondents of the study, curriculum specialists in physical education, students, their parents, athletic coaches and physical education teachers, explicitly contraindicated agreement of the relative importance of the six Program Categories for secondary school students in physical education. 4. The various groups, when analyzed separately, identified differing areas of priorities for the secondary school students in physical education. 5. The findings appear to have a number of implications for program development and implementation. Since the various reference groups did not agree in their perceptions of physical education needs for secondary school students, it would appear beneficial to provide avenues of input for decision-making for each of these groups. 6. The varying perspective of the males and the females have implications for implementation of co-educational activities in school programs.Education, College o

The Finkenbergs of Hildesheim /

The history of the Jewish community in Hildesheim, Germany with an emphasis on the Finkenberg family, the descendents of Samuel Israel.Bibliography : pages 38-4