The fragmentation of knowledge in physical education

Authors

  • Sebastián Peña Troncoso Universidad Austral de Chile / Universidad SEK, Chile
  • Sergio Toro Arevalo Universidad de Santiago de Chile / Universidad Austral de Chile
  • Jaime Cárcamo Oyarzún Universidad de la Frontera, Chile
  • Claudio Hernández Mosqueira Universidad de los Lagos, Chile
  • Mauricio Cresp Barria Universidad Católica de Temuco

DOI:

https://doi.org/10.47197/retos.v0i39.77414

Keywords:

Conceptual formation; curricular contents; physical education; evaluation

Abstract

Abstract. The study aimed at diagnosing the conceptual formation in physical education in Chilean high school students. The study used a descriptive cross-sectional methodology. A total of 659 students participated, 54% boys and 46% girls, aged between 13 and 14 years old, from the three educational units in the country; public schools (36.4%), subsidized schools (37.8%) and private schools (25.8%). A stratified probabilistic sampling was performed based on students’ educational dependence and gender. For the data collection, a questionnaire designed and validated with students of the Chilean curriculum was applied. The main results indicate that there are statistically significant differences between educational units, with specific results from Anova of f = 48,584 p <.05 in favor of private schools. In conclusion, the study shows a low disciplinary domain of the students in the different educational units, highlighting once more the need to seek innovative methodologies within this discipline in order to improve the learning of its conceptual dimension.

Author Biographies

Sebastián Peña Troncoso, Universidad Austral de Chile / Universidad SEK, Chile

Instituto de Ciencias de la Educación, Universidad Austral de Chile-Valdivia.

Sergio Toro Arevalo, Universidad de Santiago de Chile / Universidad Austral de Chile

Facultad ciencias medicas, Universidad de Santiago de Chile

Claudio Hernández Mosqueira, Universidad de los Lagos, Chile

Departamento de ciencias de la actvidad física

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Published

2021-01-01

How to Cite

Peña Troncoso, S., Toro Arevalo, S., Cárcamo Oyarzún, J., Hernández Mosqueira, C., & Cresp Barria, M. (2021). The fragmentation of knowledge in physical education. Retos, 39, 231–237. https://doi.org/10.47197/retos.v0i39.77414

Issue

Vol. 39 (2021)

Section

Original Research Article

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