(1624) ELICITING STUDENT PRECONCEPTIONS AS A MEANS TO DESIGNING INFORMED TEACHING INTERVENTIONS IN THE CONTEXT OF THE TACTICAL MODEL IN PHYSICAL EDUCATION

摘要

According to constructivist theory, learning is viewed as a process o conceptual change. Students,even before their exposure to formal school teaching, hold ideas and conceptions which affect the waythey interpret and process new information. These student preconceptions play a critical role onlearning since they possess enormous interpretive power and constitute the supportive framework onwhich all future learning is based, thus facilitating or impeding further learning. Eliciting and taking intoconsideration student preconceptions for the design of more effective teaching interventions, has beena common practice for the promotion of conceptual change in science since the 80s. On the contrary,Physical Education is still strongly influenced by the behaviorist learning theory, focusing on thelearning and development of technical skills. The constructivist philosophy's tactical approach toteaching in Physical Education advocates a more holistic approach to learning, incorporating the needof engaging students in high levels of cognitive processing, thus focusing on game tactics anddecision-making in the realistic context of playing the game, before the learning of technical elements.The elicitation of student preconceptions on game tactics in the context of the tactical model couldprove to be of great significance in the learning and teaching of games in Physical Education.