Título EMPIRICAL VALIDATION OF COOPERATIVE PROJECT-BASED LEARNING IN "DEVELOPMENTAL PSYCHOLOGY AND PROMOTION OF PHYSICAL ACTIVITY IN CHILDHOOD AND ADOLESCENCE" IN PHYSICAL ACTIVITY AND SPORT SCIENCES' DEGREE
Autores Gomez-Baya, Diego, Granado-Alcon, Carmen, MORALES FERNÁNDEZ, EMILIO, TRECHERA HERREROS, JOSÉ LUÍS, TRECHERA HERREROS, JOSÉ LUÍS, MORALES FERNÁNDEZ, EMILIO
Publicación externa No
Medio Iceri Proceedings
Alcance Article
Naturaleza Científica
Ámbito Internacional
Fecha de publicacion 01/01/2019
ISI 000530109203096
Abstract After the implementation of the degree titles adapted to the European Higher Education Area, the teaching methodology has needed a revision to address the acquisition of competences. In this line, project-based learning has emerged as a teaching methodology conceptualized within the constructivist theory in educational psychology. In addition, the need to enrich this constructivist approach with the collaboration among peers in the performance of projects has been underlined by literature. Thus, learning opportunities are multiplied when students are working in teams, as well as preparing for the achievement of necessary social skills for the labour environment. Higher education should become a practical activity related to the theoretical contents, being an interactive process of mutual complementarity. The present project aimed at providing empirical evidence of the effectiveness of this methodology, called cooperative project-based learning, in the degree of Physical Activity and Sport Sciences. A sample of 33 students enrolled in the subject Developmental Psychology and Promotion of Physical Activity in Childhood and Adolescence, in the 1st Year of the Degree, performed a cooperative project and filled in self-report assessments. The cooperative project had the aim of designing an intervention project in order to promote sport and physical activity in childhood/adolescence by addressing psychosocial variables or to prevent adjustment problems in childhood/adolescent by fostering an active lifestyle. Two questionnaires were administered to assess competences, student valuation and knowledge transference, based on the previous research by Trechera-Herreros, Morales-Fernandez & Gomez-Baya and Granado-Alcon, Alonso-Martin, Velez-Toral, Gomez-Baya & Herrera-Frutos. The results pointed out that cooperative project-based learning encouraged competence development, student valuation and knowledge transference in the Degree in Physical Activity and Sport Sciences. Practical implications are discussed, concerning the use of evidence-based practices in higher education.
Palabras clave project-based learning; higher education; cooperative; competence; Degree in Physical Activity and Sport Sciences
Miembros de la Universidad Loyola

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