Publication: Análisis
de
la
investigación
sobre
Aprendizaje
basado
en
Proyectos
en
Educación
Física
Authors
León Díaz, Óscar ; Martínez Muñoz, Luis Fernando ; Santos Pastor, María Luisa
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Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
Description
Abstract
La
Educación
Física,
como
materia
escolar,
debe
responder
a
las
demandas
educativas
de
una
sociedad
compleja
y
diversa.
En
este
marco
es
comprensible
apostar
por
modelos
centrados
en
el
aprendizaje
y
no
en
la
enseñanza,
lo
que
nos
invita
a
generar
una
renovación
de
los
enfoques,
modelos
y
estrategias
metodológicas.
Las
metodologías
activas
son
una
oportunidad
única
para
responder
a
estos
nuevos
retos
formativos.
El
presente
artículo
se
centra
en
revisar
el
estado
de
la
cuestión
sobre
estrategias
de
aprendizaje
en
Educación
Física,
como
es
el
Aprendizaje
basado
en
Proyectos.
El
procedimiento
empleado
para
el
análisis
se
ha
centrado
en
registrar
los
proyectos,
experiencias
e
investigaciones
publicadas
en
diferentes
bases
de
datos
de
acceso
restringido
y
de
libre
acceso.
Entre
los
criterios
de
inclusión,
se
han
considerado
que
fueran
pertinentes
con
la
temática,
tuvieran
calidad
científica
y
relevancia
en
el
área
de
conocimiento.
A
través
del
análisis
efectuado,
podemos
señalar
la
proliferación
de
experiencias
e
investigaciones
centradas
en
el
Aprendizaje
basado
en
Proyectos.
Las
conclusiones
del
trabajo
revelan
la
apuesta
por
la
mejora
de
la
calidad
de
los
aprendizajes
en
Educación
Física,
además
de
su
orientación
por
contribuir
al
desarrollo
de
las
competencias
clave.
Physical Education, as a school subject, must respond to the educational demands of a complex and diverse society. In this framework, it is understandable to support on models focused on learning and not on teaching, which invites us to generate a renewal of approaches, models and methodological strategies. Active methodologies are an opportunity to respond to these new challenges. This article focuses on reviewing the state of the question about learning strategies in Physical Education, such as Project-‐Based Learning. The procedure used for the analysis, has focused on registering the projects, experiences and research published in different databases of restricted access and free access. Among the inclusion criteria, they were considered relevant to the subject, had scientific quality and relevance in the area of knowledge. Through the analysis carried out, we can point out the proliferation of experiences and research focused on Project-‐based Learning. The conclusions of the study reveal the commitment to improving the quality of learning in Physical Education, in addition to its orientation to contribute to the development of key competences.
Physical Education, as a school subject, must respond to the educational demands of a complex and diverse society. In this framework, it is understandable to support on models focused on learning and not on teaching, which invites us to generate a renewal of approaches, models and methodological strategies. Active methodologies are an opportunity to respond to these new challenges. This article focuses on reviewing the state of the question about learning strategies in Physical Education, such as Project-‐Based Learning. The procedure used for the analysis, has focused on registering the projects, experiences and research published in different databases of restricted access and free access. Among the inclusion criteria, they were considered relevant to the subject, had scientific quality and relevance in the area of knowledge. Through the analysis carried out, we can point out the proliferation of experiences and research focused on Project-‐based Learning. The conclusions of the study reveal the commitment to improving the quality of learning in Physical Education, in addition to its orientation to contribute to the development of key competences.
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