PHYSICAL education (Secondary), PHYSICAL activity, MOTIVATION (Psychology), PSYCHOLOGY of high school students, SEDENTARY behavior, and HEALTH behavior in adolescence
Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measurement of PA was established using accelerometry, whereas motivation toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (β=.45, p<.001, R²=.26). Self-determined motivation in PA predicted PA intention (β=.51, p<.001, R²=.41). The predictive strength from PA intention to behavior was weak (β=.11, p=.011, R²=.21) with a statistically non-significant mediational model from self-determined motivation in PA via PA intention to PA behavior (β=.28, p=.231). This weak-to-non-significant relationship does not fully support previous findings that have shown feasibility of the trans-contextual model in charting the pathways from self-determined motivation in an educational context to behaviors in an out-of-school context. [ABSTRACT FROM AUTHOR]
PHYSICAL education (Secondary), SPORTS psychology, MOTIVATION in education, TEACHER-student communication, and VOLLEYBALL
Reviews of the literature have confirmed the influence of autonomy-supportive teaching on student self-determined motivation and enhancement of skill in various educational contexts influencing students to be more engaged in their learning in addition to having higher levels of perceived skill improvement. Unfortunately, not much of the literature directly examines the autonomy-supportive language that teachers naturally use in physical education. Therefore, this study determined how and when teachers use autonomy-supportive behaviors within the context of a regular physical education (PE) class. Four high school PE teachers (2 male, 2 female, all Caucasian, Mage = 41.25, SD = 11.84) and 140 high school students (Mage = 14.90, SD = 1.01) in compulsory co-educational classes participated in the study. Teachers' verbal behaviors were audio recorded during four 90-min classes for three of the teachers and eight 45-min classes for the remaining teacher. Audio data were transcribed verbatim. Class observations and field notes also contributed to the analysis and helped the researchers to contextualize data collected via recordings. Findings indicate that teachers used a variety of autonomy-supportive behaviors, some more often than others. Some behaviors were underrepresented and, in some cases, were observed in an interconnected nature. The low use of some behaviors suggests room for improvement, with the benefits of such behaviors more directly influencing student motivation and enhancing skill learning. [ABSTRACT FROM AUTHOR]
Jekel, Thomas, Sanchez, Eric, Gryl, Inga, Juneau-Sion, Caroline, and Lyon, John
Soil absorption and adsorption, Geospatial data, Geographic information systems--Study and teaching (Secondary), Geochemistry, Education, Secondary--Activity programs, and Metals--Absorption and adsorption
Learning and Teaching with Geomedia provides a theoretical and practical introduction to a field explicitly aimed at secondary education. The first section consists of three scientific papers introducing the dimensions of the emerging geoinformation society. The second section of the book is specifically dedicated to teacher trainers and teachers.The introductory section provides an overview of the development of geomedia and envisions a roadmap of technological development ahead; a discussion of everyday geomedia applications and geomedia use; and, finally, pedagogical approaches using geomedia in secondary education. This section provides a broad foundation that does not argue in favor of a technological paradigm, but suggests that geomedia use in secondary education should be oriented at everyday life applications.The main section is devoted to exemplary learning environments that are ready to use, and easily transferable to local schools. While geoinformation technology is the basis of these learning environments, care has been taken to clearly identify conceptual approaches to these learning environments, and, therefore, make them less reliant on technology locally available. Many of these are easily applied without any further software or hardware other than a web browser and a mobile phone.The pedagogical background of these learning environments leads from science education and spatial thinking to learning environments that support an education for spatial citizenship, reflected geomedia use and communication with maps to successfully participate in society.The book is aimed at academics in the fields of pedagogy, geography and citizenship education, as well as those working in science education. The professional audiences addressed are teacher trainers at university departments, teachers in secondary schools and students in teacher training.
EDUCATION & politics, PHYSICAL education (Secondary), SCHOOL security, DIGITAL technology, EDUCATION policy, and GREAT Britain -- Politics & government -- 2007-
The article discusses various British government consultations involving education which were undertaken by government departments and agencies between December 2, 2018 and December 7, 2018, and it mentions the Great Britain Department of Education's publication of new subject content for General Certificate of Secondary Education (GCSE), Advanced Supplementary (AS) level, and Advanced (A) level physical education. School security and basic digital technology skills are assessed.
Teaching Science: The Journal of the Australian Science Teachers Association. Jun2018, Vol. 64 Issue 2, p25-29. 5p.
MOBILE apps in education, PHYSICS education (Secondary), HARMONIC motion, SCIENCE education (Secondary), ACTIVITY programs in science education, and MOBILE learning
Trends in contemporary science education emphasise the benefits of out-of-school learning experiences to help schools link science with everyday life (Tho, Chan, & Yeung, 2015). With the help of state-of-the-art technology, mobile devices -- particularly smartphones -- have the ability to work as data-logging tools for students to perform scientific investigation (Tho & Yeung, 2014). In this study, the research aim was to develop a hands-on activity to explore simple harmonic motion (SHM) in a playground using a smartphone for secondary school physics (Form 4 in the Malaysia Education Curriculum, ages 16-17) or senior secondary physics (Year 11 in the Australian Curriculum, ages 16-17). [ABSTRACT FROM AUTHOR]
Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala. 2019, Vol. 11 Issue 3, p180-200. 21p.
INTRINSIC motivation, SCIENCE education (Secondary), HIGH school student attitudes, PSYCHOLOGY of high school students, EDUCATION, and LITHUANIA
The article deals with the influences of perceived competence and relatedness on school students' intrinsic motivation for learning science (IMLS) in responsible research and innovation (RRI) activity. RRI activity in the science classroom discloses the positive and negative impact of research and innovation discoveries for the society. The evaluation of the negative and positive sides of the research and innovation involves school students in discussion and gives a possibility to feel competent and related with others. 5E model is used in this research. It encompasses formal and informal science education. The purpose of the study is to explore the influence of perceived competence and relatedness on school students' intrinsic motivation for learning science in RRI activity. The data presented in the current study are a part of the 7BP ENGAGE project, implemented in Lithuania (2014-2017). The participants chosen for this study were 8th-10th grade school students from different schools of Lithuania. Multiple regression analysis was used to test if the two basic psychological needs (perceived competence and relatedness) significantly predicted students' intrinsic motivation for learning science. Our research revealed that school students' motivation for learning science was simultaneously influenced by perceived competence and relatedness in RRI activity. We established a statistically significant relation between the students' motivation for learning science and their perceived competence and relatedness. Perceived competence influenced the school students' motivation for learning science more than perceived relatedness in RRI. [ABSTRACT FROM AUTHOR]