Преузмите комплетан рад/Download

 

Аутор/Authors: Милица М. Гучанин

DOI: 10.46793/Zbradova21.243G

УДК: 37.016:78

 

Апстракт: Развој науке и технике и њихова примена у друштву, усло­вила је превазилажење досадашњих традиционалних модела учења и уво­ђење нових, иновативних модела наставе. Савремена настава физичког вас­питања, темељи се на интердисциплинарности, што представља добру основу за још већу примену нових модела учења, а посебно пројектног модела. Поројектни модел наставе, у средиште ставља ученика, који кроз реализацију пројекта развија сопствене компетенције. Циљ рада је предста­вљање резултата истраживања у настави физичког васпитања, у којима је примењена пројектна настава, као и интердисциплинарност физичког вас­питања. Рад се базира на прегледу релевантне литературе, односно анализи резултата истраживања истих. За претрагу иностраних радова, коришћенe су базе академских часописа JURN, ЕRIC, EBSCO, Taylor & Francis, Resеarch Gate, које обухватају истраживања из области друштвених наука. Истакнуте су предности примене пројектног модела, препоруке за примену у настави физичког васпитања, као и за повећање броја истраживања на тему истог.

Кључне речи: пројектна настава, пројектни модел наставе, физичко васпитање, интердисциплинарност.

 

PHYSICAL EDUCATION IN MODERN TEACHING

Abstract: The development of science and technology and their application in society, led to the overcoming of traditional models of learning and the introduction of new, innovative teaching models. Contemporary teaching of physical education is based on  interdisciplinarity, which is a good basis for even greater application of new learning models, especially the project based learning. The project based learning puts students at the center, so that, through the realization of the project, they develop their own                           competencies. The aim of the paper is to present the results of the research in the teaching of physical education, in which project teaching is applied, as well as the interdisciplinary physical education. The work is based on a review of the relevant literature, i.e. analysis of the results of the research of the same. For the search of foreign works, the base of the academic journals JURN, ЕRIC, EBSCO, Taylor & Francis, Research Gate, which includes research in the field of social sciences was used. The                       advantages of applying the project model, the recommendations for applying it in teaching of physical education, and the increase in the number of research on the subject are highlighted.

Keywords: project teaching, project based learning, physical education, interdisciplinary.

 

Литература/References

Brassler, M. (2017). How to Enhance Interdisciplinary Competence – Interdisciplinary Problem-Based Learning, https://doi.org/10.7771/1541-5015.1686.

Bethell,  Morgan (2011). Problem-based and experiential learning: Engaging students in an undergraduate physical education module. Journal of Hospitality, Leisure Sport & Tourisam Education,10(1).

Вилотијевић, М. и Вилотијевић, Н. (2016). Модели развијајуће наставе I. Београд: Учитељски факултет.

Gubacs, K. (2004). Project-based Learning: A Student-centered Approach to Integrating Technology into Physical Education Teacher Education. Journal of Physical Education, Recreation & Dance, 75(7), 33–37.

Grant, M. M. (2005). Project-Based Learning In a Middle School. Journal of Research on Technology in Education, 65–98.

Ђорђевић, В. (2007). Иновативни модели наставе. Образовне технологије, 76–97.

Здравковић, В. (2016). Интегративни приступ у почетној музичкој настави у основној школи. Докторска дисертација. Универзитет у Нишу, Педагошки факултет у Врању.

Игњатовић, А. и  Милорадовић, Б. (2018). Интердисциплинарни приступ у настави физичког васпитања у основној школи. Зборник радова Учитељског факултета у Ужицу, 21, 235–248

Ивановић, М. и Ивановић, У. (2012). Савремене информационе технологије у настави физичког васпитања. International Conference. Technical Faculty Čačak, 1–3rd June 2012.

Kaittani, D. a. (2017). Interdisciplinary Teaching in Physical. Arab Journal of Nutrition and Exercise, 91–101.

Kokotsaki, D. a. (2016). Project-based learning: A review of the literature. Improving Schools, 1–11.

Lu, C. & De Lisio, A. (2009). Specifics for generalists: Teaching elementary physical education. International Electronic Journal of Elementary Education.

Luo, Y. (2017). The influence of problem-based learning on learning effectiveness in students of varying learning abilities within physical education. Innovations in Education and Teaching International.

Marx, A. C. & Konukman, E. F. (2009). An Interdisciplinary Approach to Physical Education and Sport. Journal of Physical Education. Recreation & Dance, 80(4), 12–13.

Martin, L. West, J. & Bill, K. (2008). Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates. Journal of Hospitality, Leisure, Sport & Tourism Education, 7(1).

Nosic, C. (2007). Projekt u nastavi hrvatskoga jezika. Život i škola, 57–63.

Ramírez, V., Padial, R., Torres, B., Chinchilla, J., Suárez, C., Chinchilla, J., González, S. & Cepero González, M. (2017). The effect of a “PBL” physical activity program based methodology on the development of values in Spanish Primary Education. Journal of Human Sport and Exercise, 12(4), 1310–1327. Doi: https://doi.org/10.14198/jhse.2017.124.17.

Reynolds, E. R. (2012). Creating Cross-disciplinary Courses. J Undergrad Neurosci Educ, 11(1), A72–A75.

Senel, E. Ulican, H. & Adilogullari, I. (2015). The Relationship between Attitudes towards Problem-based Learning and Motivated Strategies for Learning: A Study in School of Physical Education and Sport. Anthropologist, 20(3), 446–456.

Schary, D. (2015). Interdisciplinary and Intradisciplinary Research and Teaching in Kinesiology: Continuing the Conversation. Quest, 67(2), 173–184.

Spintzyk, K., Strehlke, F., Ohlberger, S., Gröben, B. & Wegner, C. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education. SCIENCE EDUCATOR, 35–42.

Treadwell, S. M. (2018). Making the Case for Project-based Learning (PBL) in Physical Education. Journal of Physical Education, Recreation & Dance, 89(1), 5–6

Thomas, W. (2000). http://www.bobpearlman.org/BestPractices/PBL_Research.pdf.

Fabijanić, V. (2014). Projektna nastava: primjena u izradi istraživačkih radova učenika. Educatio Biologiae, 89–96.

Fox, G. (2013). Project based learning in primary grades. Michigan: Michigan University.

Hastie, R. C. (2017). Health-Related Fitness Knowledge Development Through Project-Based Learning. Journal of Teaching in Physical Education, 119–125.

Holubova, R. (2008). Effective teaching methods Project-based learning in physics. US-China Education Review, 27–36.

Hoor, G., Plasqui, G., Kok, G. & Schols, A. (2017). Development, Implementation, and Evaluation of an Interdisciplinary Theory – and Evidence-Based Intervention to Prevent Childhood Obesity: Theoretical and Methodological Lessons Learned, Front Public Health, Vol. 5, 352.

Heinrichs, К. (2002). Problem-Based Learning in Entry-Level Athletic Training                        Professional-Education Programs: A Model for Developing Critical-Thinking and Decision-Making Skills. Journal of Athletic training, 37(4 suppl), 189–198.

Hushman, G. & Napper-Owen, G. (2011). Incorporating Problem-based Learning in Physical Education Teacher Education. Journal of Physical Education, Recreation & Dance, 82(8), 17–23. Doi: 10.1080/07303084.2011.10598671.

Coyne, Ј. H. (2016). Jumping. In: Redefining Teaching and Learning in Physical Education Through Project-Based Learning. Strategies (La Jolla, Calif.), 29(1), 43–46.

Cow B. Tsai, E. & Louie, L. (2008). Application of problem-based learning for “Physical Education and Recreation Management” courses. Studies on Teaching and Learning. Hong Kong: Hong Kong Baptist University, 7–16.

Cox, D. & Meaney, K. (2018). Lights, Camera, Project-Based Learning!. Strategies, 31(1), 23–29. Doi: 10.1080/08924562.2017.1394240.

Webster, C. A. (2016). Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field. Quest.