Conceptions of Learning in High School Concept-Based Physical Education

• In Event: Student Learning in Physical Education and Physical Activity

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=32-F8-FD-08-75-33-8A-EA-D4-DE-68-0F-87-0E-BD-76

Abstract

Concept-based physical education emphasizes knowledge necessary for a physically active life. Within this context, the way students conceptualize “learning” in physical education can have a profound influence on the learning process and learning outcomes. This study attempted to identify 9th-grade students’ conceptions of learning in a concept-based physical education curriculum in the United States. Phenomenographic analysis of data from student interviews and class revealed seven categories of conceptions of learning. These conceptions were then theorized using a framework (Tsai, 2004) to interpret the intertwined theoretical strands of knowledge acquisition and motivation in relation to surface and deep learning. These findings provided a preliminary foundation for further research and curriculum development to address issues about conceptions of learning.

Authors

• En-Hua Chan, National Kaohsiung Normal University

• Chaojie Shang, University of North Carolina - Greensboro

• Jihyun Song, University of North Carolina - Greensboro

• Alexander Clayton Moss, University of North Carolina - Greensboro

• Hamid Amni, University of North Carolina - Greensboro

• Alireza Hosseinikhezri, University of North Carolina - Greensboro

• Ang Chen, University of North Carolina - Greensboro