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| Autor/in | Amade-Escot, Chantal |
|---|---|
| Titel | How Students Manage the Didactic Contract? Contribution of the Didactic Perspective to Research in Physical Education Classroom. |
| Quelle | (2000), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Didacticism; Middle School Students; Middle Schools; Physical Education |
| Abstract | This study investigated how and why students modified instructional tasks, explaining modifications using the concept of didactic contract. The study focused on two theoretical perspectives in physical education (PE) research: didactic and ecological. The didactic paradigm examines relationships among teachers, students, and the content embedded in tasks during academic work. Didactic contract refers to the part of the negotiation process related to academic work. The ecological approach states that the ecology of PE focuses on cooperation rather than academic work. Teachers maintain cooperation by reducing demands in the instructional system. This study investigated how students' relationship to the content taught determined the modification of the task, influenced their work, and affected academic achievement. Data were collected during a middle school volleyball unit via field notes, teacher interviews, and videotaped lessons. Usually, students modified the stated task. Continual, inevitable changes in the content taught were observed when it was brought into play in the instructional system. This is congruent with the ecological perspective. Students stretched the didactic contract to test their capabilities in successfully completing the task. This caused a breach in the didactic contract. Such breaches were due to the teaching-learning process itself rather than poor accountability. (Contains 13 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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