Vers une Theorie de l'Education/Apprentissage

Résumé L'auteur a entrepris de clarifier la notion de curriculum comme domaine distinct de savoir propre à la science de l'éducation dans le cadre plus général des sciences de l'éducation. En s'inspirant de la méthode d'analyse comparée élaborée par George Z. Bereday, l'article procède à une analyse de données qui sont operationnalisées en utilisant une typologie de définitions basées sur la causalité aristotélicienne. L'article s'attarde plus longuement à suggérer et à définir une méta-théorie du curriculum basée sur les aires de consensus découvertes chez les auteurs analysés.Le curriculum y est examiné sous son acception originale telle que proposée par John Dewey, à savoir le processus de l'éducation/apprentissage organisé et intentionnel. Par ailleurs le plan ou programme d'éducation/apprentissage, souvent identifié à la notion de curriculum, y est présenté comme n'étant qu'un des paramètres qui déterminent la nature de tout processus d'éducation/apprentissage organisé. Les quatre autres paramètres, dont la convergence, constituent un processus d'éducation/apprentissage particulier réalisé de façon différenciée en chaque apprenant, sont l'agent-bénéficiaire (apprenant) lui-même, l'agent-initiateur (l'intervenant), l'environnement physique et social ainsi que le savoir ou la culture à transmettre. La théorie traite ensuite de la nature paradigmatique du processus et des quatre niveaux d'intentionnalité qui caractérisent la planification et l'actualisation de chaque processus. La théorie présente le curriculum comme étant un phénomène agissant à la manière d'un système ouvert dont le tout ou la Gestalt constitue l'apprentissage réalisé en chaque apprenant, soumis aux lois de l'équifinalité et de l'homéostasie.L'article conclue en présentant un modèle spiroidal qui tente de représenter la trame des influences tant réelles que perceptuelles qui contribuent à l'apprentissage visé par toute institution d'éducation/apprentissage.

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The author has attempted to clarify the idea of the curriculum as a distinct area of knowledge which is characteristic of educational science within the wider framework of educational sciences. Inspired by the method of a comparative analysis which was developed by George Z. Bereday, the author analyzes the data which are used referring to a typology of definitions based on the Aristotelian idea of causality. In the article a meta-theory of the curriculum is proposed and defined based on the consensus discovered among the authors whose views are analyzed.The present curriculum is examined with respect to its original meaning as proposed by John Dewey in order to establish the process of organized and intentional education/learning. However, the plan or programme of education/learning which is often identified as the notion of the curriculum, is presented here as being only one of the parametres determining the nature of the whole process of organized education/learning. The convergence of the remaining four parametres constitutes a special process of education/learning realized to suit each learner as the beneficiary agent (learner), the initiating agent (intervener), the physical and social environment as well as the knowledge or the culture to be transmitted. The theory goes on to deal with the paradigmatic nature of the process and the four levels of intentionality characterizing the planning and actualization of each process. The theory presents the curriculum as if it were a phenomenon which functions like an open system, i.e. where the total or the Gestalt constitutes the realized learning by each learner, referring to the laws ofequifinality and homeostasis.The article closes by presenting a spiral model which seeks to represent the web of real and perceptual influences which contribute to the learning aimed at by the whole institution of education/learning.

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Zusammenfassung Der Verfasser versucht eine Klärung des Begriffs des Curriculums als eigentlichen charakteristischen Wissensbereich der Erziehungswissenschaft im allgemeinen Zusammenhang der Erziehungswissenschaften. Inspiriert durch die von George Z. Bereday entwickelte Methode der vergleichenden Analyse, werden in dem Artikel die Daten analysiert, die unter Anwendung einer Typologie von auf dem aristotelischen Kausalitätsdenken aufbauenden Definitionen operationalisiert werden. In dem Artikel wird eine Metatheorie des Curriculums vorgeschlagen und definiert, gestützt auf die Konsensusbereiche der in die Analyse einbezogenen Autoren.Das Curriculum wird hier gemäß seiner ursprünglichen, von John Dewey vorgeschlagenen Bedeutung untersucht, um den organisierten und zielgerichteten Erziehungs-/Lernprozeß zu verstehen. Dennoch wird der Plan bzw. das Erziehungs-/Lernprogramm — oft mit dem Begriff des Curriculums gleichgesetzt — hier nur als einer der Parameter vorgestellt, die die Art des ganzen organisierten Erziehungs-/Lernprozesses bestimmen. Die vier anderen Parameter stellen durch ihr Zusammenwirken einen besonderen Erziehungs-/Lernprozeß dar, der gemäß der Eigenart jedes Lernenden verwirklicht wird, bestehend aus dem Nutznießer (Lernenden) und dem Initiator (Vermittler), aus der natürlichen und der sozialen Umwelt ebenso wie aus dem zu vermitelnden Wissens- und Kulturbereich. Im Anschluß daran behandelt die Theorie das paradigmatische Vorgehen und die vier Ebenen der Intentionalität, die die Planung und Verwirklichung jedes Prozesses kennzeichnen. Die Theorie stellt das Curriculum als ein Phänomen vor, das nach Art eines offenen Systems funktioniert, dessen Ganzes oder Gestalt das realisierte Lernen bei jedem Lernenden darstellt, aufbauend auf den Gesetzen der Gleichgerichtetheit und Homöstasie.Am Schluß des Artikels wird ein spiralenartiges Modell vorgestellt, das das Geflecht der realen und perzeptuellen Einflüsse darstellt, die zu dem von jeder Erziehungs-/Lerninstitution angestrebten Lernen beitragen.

     

Motor tests for primary school aged children: A systematic review

Motor testing in education has gained in relevance in light of recent developments in educational systems (Köller & Baumert, 2012). The purpose of this systematic review was to identify studies using motor tests in primary school children aged 4 to 12 years and to synthetize information about the quality and application of the test instruments used. A systematic review of 910 records identified by a search of nine databases yielded 144 papers reporting motor testing in primary school age children, including 25 articles reporting on the quality of 20 test instruments. In the selected articles, tests grounded on the constructs of “motor abilities” and/or “motor skills” are the most frequent and are mostly used for monitoring purposes or for impact research. Tests based on the construct “motor competencies” have become popular only recently, being relevant for educational motor testing due to their curricular validity. The test instruments have been investigated towards their validity and reliability to different extents. However, for several test instruments factorial validity has not been established and more validation studies are needed to improve their psychometric quality especially if used in educational contexts.     

Defining sport tourism: a content analysis of an evolving epistemology

ABSTRACT

This paper conducts a systematic evaluation of one of the primary journals in the field of sport tourism research since its establishment in 1993. Drawing on extant literature with varying disciplinary approaches, this meta-review traces the development of key concepts and definitions underlying an evolving epistemology connected to sport tourism, as evidenced within the Journal of Sport & Tourism (JS&T). It does so by examining research specific to content previously unexplored. The study first conducted a content analysis based upon a keyword search, focusing on phrases in which sport and tourism appeared together. The study reviewed all texts, including articles, book chapters and editorials (n?=?517), for the years 1993–2014. We then constructed a thematic analysis based upon the most common defining elements found within these texts. These extracted definitions were analyzed according to their paradigmatic elements. Based on these findings, this paper suggests the need to further define the epistemological boundaries of sport tourism for the twenty-first century.     

Virtual Reality in Anatomy: A Pilot Study Evaluating Different Delivery Modalities

Technologies such as virtual reality are used in higher education to develop virtual learning resources (VLRs). These VLRs can be delivered in multiple modalities, from truly immersive involving wearable devices to less immersive modalities such as desktop. However, research investigating perceptions of VLRs in anatomy has mainly focused on a single delivery modality and a limited-demographic participant cohort, warranting a comparison of different modalities and a consideration of different cohorts. This pilot study aimed to compare perceptions of highly immersive and less immersive VLR deliveries among anatomy students and tutors and evaluate the impact of prior university experience on students' perceptions of VLRs. A skull anatomy VLR was developed using the Unity^® gaming platform and participants were voluntarily recruited to assess highly immersive stereoscopic and less immersive desktop deliveries of the VLR. A validated survey tool was used to gather perceptions of both deliveries. Most participants agreed that both VLR deliveries were interesting and engaging and provided an immersive experience. Anatomy students perceived the stereoscopic delivery to be significantly more useful for understanding (P = 0.013), while anatomy tutors perceived the desktop delivery as more useful. A degree of physical discomfort and disorientation was reported by some participants for both deliveries, although to a greater extent for the stereoscopic delivery. The stereoscopic delivery was also found to be more mentally taxing than desktop delivery. These results suggest that desktop VLR delivery may minimize the risk of discomfort and disorientation associated with more immersive modalities while still providing a valuable learning experience.     

Injury rate,mechanism, and risk factors of hamstring strain injuries in sports: A review of the literature

Hamstring strains are one of most common sports injuries. The purpose of this literature review is to summarize studies on hamstring strain injury rate, mechanism, and risk factors in the last several decades with a focus on the prevention and rehabilitation of this injury. Hamstring injury commonly occurs in sporting events in which high speed sprinting and kicking are frequently performed, such as Australian football, English rugby, American football, and soccer. Basic science studies have demonstrated that a muscle strain injury occurs due to excessive strain in eccentric contraction instead of force, and that elongation speed and duration of activation before eccentric contraction affect the severity of the injury. Hamstring strain injury is likely to occur during the late swing phase and late stance phase of sprint running. Shortened optimum muscle length, lack of muscle flexibility, strength imbalance, insufficient warm-up, fatigue, lower back injury, poor lumbar posture, and increased muscle neural tension have been identified as modifiable risk factors while muscle compositions, age, race, and previous injuries are non-modifiable risk factors. The theoretical basis of some of these risk factors, however, is lacking, and the results of clinical studies on these risk factors are inconsistent. Future studies are needed to establish the cause-and-effect relationships between those proposed risk factors and the injury.     

The effects of psoas major and lumbar lordosis on hip flexion and sprint performance

In this study, we analyzed the correlations between hip flexion power; sprint performance, lumbar lordosis (LL) and the cross-sectional area (CSA) of the psoas muscle (PM). Ten young adults performed two sprint tests and isokinetic tests to determine hip flexion power. Magnetic resonance imaging was used to determine LL and PM CSA. There were correlations between hip flexion power, sprint performance, and PM CSA, but LL showed no correlation with any parameter The impact of hip flexion power and LL on sprint stride pattern efficiency was considered. Hip flexion might not have a simple role in the passive knee replacement of the stride pattern; instead, it may be an active parameter. Other investigations are needed to determine the influence of pelvic architecture on sprint performance.