Keywords
Adolescentes
Metacognition
How to Cite
Abstract
Objective: To evaluate the conceptual learning in adolescents who take swimming classes using concept maps, and consider levels of learning, age range, and time of practice. Method: This study is characterized as a cross-sectional qualitative and quantitative with quasi-experimental design. The convenience sampling included 21 adolescents from 11 to 14 years old, male and female, who are in swimming initiation and improvement classes at an institution that offers swimming classes. We have chosen to use concept maps as an assessing tool and, as criteria of assessment, we have determined the number of exposed concepts, valid propositions, use of new concepts, and cross-links. Results: All participants were able to build maps according to the concepts we offered. We observed significant differences between the total score in the concept maps and the swimming skill level (p=0.025; moderate), the number of concepts (p0.001; strong), and propositions (p0.001; strong). We have found positive relation (p=0.026; moderate) between the number of concepts and propositions. Conclusion: The observations reinforce that concept maps, used as an assessment tool, enable the comprehension of the student’s organization of knowledge regarding the concepts experienced during their swimming classes.
References
ALEIXO, Ivana Montandon Soares; MESQUITA, Isabel. Impacto de diferentes estratégias de ensino no desenvolvimento do conhecimento declarativo de iniciantes na ginástica artística. Revista Brasileira de Ciências do Esporte, Campinas, v. 38, n. 4, p. 349-357, oct./dec. 2016. Disponível em: https://doi.org/10.1016/j.rbce.2016.01.009. Acesso em: 10 jan. 2021.
ALEXANDER, Joyce M.; FABRICIUS, William V.; FLEMING, Victoria Manion; ZWAHR, Melissa; BROWN, Shannon. The development of metacognitive causal explanations. Learning and Individual Differences, v. 13, p. 227-238, 2003. Disponível em: https://doi.org/10.1016/S1041-6080(02)00091-2. Acesso em: 15 nov. 2022.
AMARAL, Shisley Gonçalves; GRECO, Juan Pablo; MONTEIRO, Gabriella Nelli; MAZZARDO, Tatiane; ARAÚJO, Nayanne Dias; ABURACHID, Layla Maria Campos. Tactical knowledge of handball players considering time of practice and position in the competition. Revista Brasileira de Cineantropometria & Desempenho Humano, v. 20, n. 3, p. 309-317, Jun. 2018.
AQUINO, Kátia Aparecida da Silva; CHIARO, Sylvia de Chiaro. Uso de Mapas Conceituais: percepções sobre a construção de conhecimentos de estudantes do ensino médio a respeito do tema radioatividade. Ciências & Cognição, Rio de Janeiro, v. 18, n. 2, p. 158-171. 2013. Disponível em: http://cienciasecognicao.org/revista/index.php/cec/article/view/854. Acesso em: 10 jan. 2021.
AUSUBEL, David Paul. Aquisição e Retenção de Conhecimentos: Uma Perspectiva Cognitiva. Lisboa: Plátano Edições Técnicas, 2003.
BLANCO, Nora Bekendam; DIAZ-URENA, Germán. Adquisición de habilidades motrices acuáticas en niños de 3 a 11 años. Revista Kronos, Madrid, v. 15, n. 2, p. 1-8, oct. 2016.
CAÑAS, Alberto; NOVAK, Joseph; REISKA, Priit. Freedom vs. restriction of content and structure during concept mapping-possibilities and limitations for construction and assessment. In: Proceedings of the Fifth International Conference on Concept Mapping. Concept maps: Theory, methodology, technology. Valletta, Malta, 2012, v. 1, p. 247-257.
CANOSSA, Sofia; FERNANDES, Ricardo; CARMO, Carla; ANDRADE, António; SOARES, Susana. Ensino multidisciplinar em natação: reflexão metodológica e proposta de lista de verificação. Motricidade, v. 3, n. 4, p. 82-99, oct. 2007. Disponível em: https://www.redalyc.org/articulo.oa?id=273020485008. Acesso em: 05 fev. 2021.
CHEN, Chien-Hsu; HUANG, Chun-Yen; CHOU, Yin-Yu. Effects of augmented reality-based multidimensional concept maps on students’ learning achievement, motivation and acceptance. Universal Access in the Information Society, v. 18, p. 257–268, jun. 2019. Disponível em: https://link.springer.com/article/10.1007/s10209-017-0595-z. Acesso em: 20 ago. 2021.
CHATZIPANTELI, Athanasia; DIGELIDIS, Nikolaos; KARATZOGLIDIS, C.; DEAN, R. Promoting Students’ Metacognitive Behavior in Physical Education Through TGFU. American Journal of Educational Science, v. 1, n. 2, p. 28-36, may 2015.
COHEN, Jacob. Statistical power analysis for the behavioral sciences. 2. ed. Hillsdale, NJ: Erlbaum, 1988.
ERBAUGH, Sarah. Assessment of swimming performance of preschool children. Perceptual and Motor Skills, Califórnia, v. 46, n. 3, p. 1179-1182, dec. 1978. Suppl 2.
FERRÃO, Naíma Soltau, & MANRIQUE, Ana Lúcia (2016). O uso de mapas conceituais como elemento sinalizador da aprendizagem significativa em cálculo. Investigações Em Ensino De Ciências, v. 19, n. 1, p. 193–216. Disponível em: https://ienci.if.ufrgs.br/index.php/ienci/article/view/103. Acesso em: 15 nov. 2021.
FRANCISCO, Paula Soares; PRADO, Alexandre Konig Garcia; VARVERI, Danai; CASTRO, Flavio Antonio De Souza; RIBAS, Schelyne; ABURACHID, Layla Maria Campos. Evidence of the face, content, and ecological validity of the Aquaticity Assessment Test-Brazil for adolescentes. Journal of Physical Education and Sport, v. 22, n. 9, p. 2238-2245, sept. 2022. Disponível em: https://doi.org/10.7752/jpes.2022.09285. Acesso em: 15 nov. 2021.
FERNANDES, Josiane Regina Pejon; LOBO DA COSTA, Paula Hentschel. Pedagogia da natação: um mergulho para além dos quatro estilos. Revista Brasileira de Educação Física e Esporte, São Paulo, v. 20, n. 1, p. 5-14, mar. 2006. Disponível em: https://www.revistas.usp.br/rbefe/article/view/16609. Acesso em: 10 jan. 2021.
GOLLEGÃ, Daniel Guedes; OLIVEIRA, Thiago Augusto Costa; FREUDENHEIM, Andrea Michele; MADUREIRA, Fabrício; RODRIGUES, Henrique França; DUBAS, João Paulo. Validação de um instrumento para avaliação qualitativa do nado “Crawl”. Revista Brasileira de Educação Física e Esporte, São Paulo, v. 22, n. 4, p. 273-284, dez. 2008. Disponível em: https://doi.org/10.1590/S1807-55092008000400004. Acesso em: 20 ago. 2021.
GROSSE, Susan. Water learning: Tapping the educational potential of aquatics. International Journal of Aquatic Research and Education, Champaign, v. 5, n. 1, p. 42-50, 2011.
HARTMAN, Hope J. Metacognition in Learning and Instruction. USA: Kluwer Academic Publishers, 2002.
HUANG, Mei-Yao; TU, Hsin-Yu; WANG, Wen-Yi; CHEN, Jui-Fu; YU, Ya-Ting; CHOU, Chien-Chih. Effects of cooperative learning and concept mappingintervention on critical thinking and basketball skills inelementary school. Thinking skills and Creativity, [S.l.] v. 23, p. 207-216, jan. 2017. Disponível em: https://www.sciencedirect.com/science/article/pii/S1871187117300068. Acesso em: 20 ago. 2021.
JUNGE, Malfrid; BLIXT, Turid; STALLMAN, Robert Keig. Progression in teaching beginning swimming: rank order by degree of difficulty. In: Proceedings, XI international symposium for biomechanics and medicine in swimming, Norwegian School of Sport Science, Oslo, 2010, p. 329-330.
LANGENDORFER, Stephen. Applying a developmental perspective to aquatics and swimming. In. KJENDLIE, Per Ludvik; STALLMAN, Robert Keig; CABRI, Jan. (Eds). XI Biomechanics and medicine in swimming. Norwegian school of sport sciences, Oslo, 2010, p. 20-21.
LANGENDORFER, Stephen; BRUYA, Lawrence. Aquatic readiness. Developing water competence in young children. Illinois: Human Kinetics Books, 1995.
MURCIA, Juan Antonio Moreno. Desarrollo y validación preliminar de escalas para la evaluación de la competencia motriz acuática en escolares de 4 a 11 años. Revista Internacional de Ciencias del Deporte, Murcia, v. 1, n. 1, p. 14-27, Jan. 2005. Disponível em: https://www.cafyd.com/REVISTA/ojs/index.php/ricyde/article/view/95/81. Acesso em: 10 jan. 2021.
MURCIA, Juan Antonio Moreno; PÉREZ, Luis Miguel Ruiz. Cómo lograr la competencia acuática. Madrid: Sb editorial, 2019.
NISSIM, Michal; RAM-TSUR, Ronit; ZION, Michal; MEVARECH, Zemira; BEN-SOUSSAN, Tal Dotan. Effects of aquatic motor activities on early childhood cognitive and motor development. Open Journal of Social Sciences, v. 2, n. 12, p. 1-24, nov. 2014.
NOVAK, Joseph. Uma teoria de educação. São Paulo: Pioneira, 1981.
NOVAK, Joseph; CAÑAS, Alberto. The universality and ubiquitousness of concept maps. In: Proceedings of Fourth International Conference on Concept Mapping, Viña del Mar, Chile, 2010. Disponível em: https://cursa.ihmc.us/rid=1J61LBJXY-MGKY2D-W9Y/cmc2010p1.pdf. Acesso em: 10 jan. 2021.
NOVAK, Joseph; GOWIN, Bob. Learning how to learn [Aprender a aprender]. Ithaca, N.Y.: Cornell University Press, 1984. Lisboa: Plátano Edições Técnicas, 1996.
OLAISEN, Rho Henry; FLOCKE, Susan; LOVE, Thomas. Learning to swim: role of gender, age and practice in Latino children, ages 3-14. Injury Prevention, v. 24, n. 2, p. 129-134, apr. 2017. Disponível em:http://dx.doi.org/10.1136/injuryprev-2016-042171. Acesso em: 10 jan. 2021.
QUINTILIO, Natália Kohatsu; FERRAZ, Osvaldo Luiz. Meaningful learning and the teaching of concepts in Physical Education in school. Revista Brasileira de Educação Física e Esporte. São Paulo, v. 32, n. 2, p. 219-232, dez. 2018. Disponível: https://doi.org/10.11606/1807-5509201800020219. Acesso em: 10 jan. 2021.
RIES, Amy; VOORHEES, Carolyn; GITTELSOHN, Joel; ROCHE, Kathleen; Astone, Nan. Adolescents' perceptions of environmental influences on physical activity. American Journal of Health Behavior, Oak Ridge, North Carolina, v. 32, n. 1, p. 26-39, jan./feb. 2008.
SCHRAW, Gregory. Promoting general metacognitive awareness. In H. Hartman (Ed.) Metacognition in Learning and Instruction. USA: Kluwer AcademicPublishers, 2002.
SERRA-OLIVARES, J.; GARCÍA-LÓPEZ, L. M.; CALDERÓN, A.; CUEVAS-CAMPOS, R. Relationship between young soccer players' tactical knowledge and age, experience and level of expertise. Cuadernos de Psicología del Deporte, v. 15, n. 3, p. 105-112, 2015. Disponível em: http://dx.doi.org/10.4321/S1578-84232015000300010. Acesso em: 20 ago. 2021.
SOUZA, Nadia Aparecida; BORUCHOVITCH, Evely. Mapas conceituais: estratégia de ensino/aprendizagem e ferramenta avaliativa. Educação em Revista, v. 26, n. 3, p. 195-217, dez. 2010.
STALLMAN, Robert Keig. From Swimming Skill to Water Competence: A Paradigm Shift. International Journal of Aquatic Research and Education, v. 10, n. 2, article 2, 2017. Disponível em: https://doi.org/10.25035/ijare.10.02.02. Acesso em: 15 nov. 2021.
TAVARES, Romero. Construindo mapas conceituais. Ciências & Cognição, Rio de Janeiro, v. 12, p. 72-85, Nov. 2007. Disponível em: http://www.cienciasecognicao.org/revista/index.php/cec/article/view/641/423. Acesso em: 10 jan. 2021.
THOMAS, Jerry R.; NELSON, Jack K.; SILVERMAN, Stephen. J. Métodos de pesquisa em atividade física. 6. ed. Porto Alegre: Artmed, 2012.
VARVERI, Danae; FLOURIS, Andreas; SMIRNIOS, Nikitas; POLLATOU, Elizana; KARATZAFERI, Cristina; SAKKAS, Giorgos. Developing and testing an instrument to assess aquaticity in humans. Journal of bodywork and movement therapies, v. 20, n. 3, p. 497-503, dec. 2016. Disponível em: https://doi.org/10.1016/j.jbmt.2015.12.013. Acesso em: 10 jan. 2021.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2022 Conexões
Downloads
