20 research outputs found
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J. Deweyâs educational philosophy and physical education
ãThe purpose of this study was to discuss Deweyâs educational philosophy in connection with physical education. His educational philosophy is considered in this study as part of his social theory. Deweyâs social theory is a discussion of the concept of freedom based on criticism of liberalism and a discussion of gaining intelligence to achieve liberty. In his philosophy, the concept of liberty consists of three elements : âpower,â ârelativity,â and âcontrol.â That is, liberty involves social problems, and one must gain intelligence to solve them. Therefore, one of Deweyâs educational aims, based on his social theory, is to gain intelligence to achieve liberty.ãThe process of gaining intelligence is the process of a continuing reconfiguring of experience. This is why Dewey focused on the constitution of experience in his own philosophy. He specifically focused on the physical activity of children as a reflection of their spiritïŒmindsetïŒïŒi.e. âspiritualâ activities in the form of play or sports. Such a situation produces mutual cooperation and emulation and, then, the experience that occurs as a result of that situation has some âmeaning.â According to Deweyâs theory, amassing meaning is what constitutes intelligence. The process of gaining experience in settings where others are present is the process of gaining intelligence, and that process is predicated on the presence of others. Thus, intelligence is the key to the achievement of liberty.ãAccordingly, Deweyâs educational philosophy was connected to physical education. In other words, the potential for the concept of physical education to develop is a recognition that intelligence is gained through physical activity in a setting where others are present. Actively identifying the meaning of physical activity by children leads to opportunities to foster their intelligence so that they can achieve freedom. Doing so will lead to their growth and the growth of society itself. Such a stance is a pragmatic one, and it represents the progressivism in Deweyâs philosophy
A study of a karate trial teaching class in a teacher training course â based on studentsâ formative assessment
[EN] The purpose of this study was to examine the effectiveness of a karate trial teaching class in an initial teacher training course, through studentsâ formative assessment. It involved two case studies of trial teaching classes of karate and that of two other activities, taught by the students of an initial teacher training course. The results were assessed using the Studentsâ Formative Assessment of Physical Education (P.E.) Classes scale. Results showed significant differences between groups in âNew discoveryâ (p<.05) and a trend toward statistical significance in âSkill growthâ, âFun Exerciseâ and âLearning friendlyâ (p<.10) based on the classes provided by karate and other teaching materials. This implies that karate might have different acute effects on studentsâ learning process in the context of school-level physical education
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The purpose of this study was to examine the effectiveness of a Karate trial teaching class in an initialteacher training course, through the student's formative assessment.ãIt involved two case studiesãof trial teaching classes of Karate and that of two other activities, taught by the students of an initial teacher training course.ãThe results were assessed using the Student's Formative Assessment of Physical Education Classes scale developed by Takahashi et.al(1994).ãResults of the study indicate that the students' formative assessment shows were significantly different (ânew discoveryâ: pïŒ.05) and show a trend toward statistical significance (âSkill growth': pïŒ.10, âFun Exercise': pïŒ.10, âLearning friendly': pïŒ.10) based on the classes provided by Karate and other teaching materials.ãThis implies that Karate might have different effects on the learning of students compared to other activities as teaching materials in school-level physical education
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