| Abstract |
After the implementation of the degree titles adapted to the European\n Higher Education Area, the teaching methodology has needed a revision to\n address the acquisition of competences. In this line, project-based\n learning has emerged as a teaching methodology conceptualized within the\n constructivist theory in educational psychology. In addition, the need\n to enrich this constructivist approach with the collaboration among\n peers in the performance of projects has been underlined by literature.\n Thus, learning opportunities are multiplied when students are working in\n teams, as well as preparing for the achievement of necessary social\n skills for the labour environment. Higher education should become a\n practical activity related to the theoretical contents, being an\n interactive process of mutual complementarity. The present project aimed\n at providing empirical evidence of the effectiveness of this\n methodology, called cooperative project-based learning, in the degree of\n Physical Activity and Sport Sciences. A sample of 33 students enrolled\n in the subject Developmental Psychology and Promotion of Physical\n Activity in Childhood and Adolescence, in the 1st Year of the Degree,\n performed a cooperative project and filled in self-report assessments.\n The cooperative project had the aim of designing an intervention project\n in order to promote sport and physical activity in childhood/adolescence\n by addressing psychosocial variables or to prevent adjustment problems\n in childhood/adolescent by fostering an active lifestyle. Two\n questionnaires were administered to assess competences, student\n valuation and knowledge transference, based on the previous research by\n Trechera-Herreros, Morales-Fernandez & Gomez-Baya and Granado-Alcon,\n Alonso-Martin, Velez-Toral, Gomez-Baya & Herrera-Frutos. The results\n pointed out that cooperative project-based learning encouraged\n competence development, student valuation and knowledge transference in\n the Degree in Physical Activity and Sport Sciences. Practical\n implications are discussed, concerning the use of evidence-based\n practices in higher education. |
Manage cookies