ARTICLE | doi:10.20944/preprints201804.0256.v1
Subject: Social Sciences, Education Studies Keywords: physical education, emotions, social skills, primary education
Online: 19 April 2018 (16:43:03 CEST)
The purpose of this study is to explore the intensity of emotions and social skills in a physical education teaching unit (PE). Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions and an ad-hoc questionnaire to measure the social skills of 21 students in the sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show positive emotions to be significantly more intense than negative ones and ambiguous emotions are revealed throughout all the PE sessions.
ARTICLE | doi:10.20944/preprints201808.0151.v1
Subject: Social Sciences, Education Studies Keywords: reflective learning, assessment, self-reflection, self-regulation, physics education
Online: 7 August 2018 (23:43:05 CEST)
This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.
ARTICLE | doi:10.20944/preprints201810.0436.v1
Subject: Social Sciences, Education Studies Keywords: sustainable feedback; peer feedback; higher education; peer receiver; peer provider
Online: 19 October 2018 (06:14:18 CEST)
Students who had been actively engaged in mediated collaborative activities, were asked for their perceptions about the sustainable peer feedback they had received and provided. Their views were then analyzed and categorized in terms of receiver and provider feedback, cognitive feedback and previously acquired feedback to further knowledge about sustainable education processes. A peer supported feedback questionnaire was created and validated, and its categories were correlated. The questionnaire was then aligned with the activities used to foster peer feedback between the pre-service students from the three bachelor’s degrees. The perceptions the students had of the feedback processes were analyzed using defined peer support feedback categories and the results showed a correlation between cognitive feedback and both provider and receiver self-efficacy feedback. In addition, there was a further correlation between both provider and receiver self-efficacy feedback as well as provider and receiver involvement and feedback structure. However, the results also revealed that neither receiver nor provider autonomy support were significant categories for supportive feedback.