Flipping research: A model for future-focused research making learning visible in health and physical education

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.author Bowes, Margot en
dc.contributor.author Mckay, A en
dc.contributor.author Thompson, K en
dc.coverage.spatial Adelaide, Australia en
dc.date.accessioned 2017-09-08T04:36:13Z en
dc.date.issued 2015 en
dc.identifier.citation Values into Action - A Brighter Future: Edited Proceedings of the 29th ACHPER International conference. Australian Council for Health, Physical Education and Recreation, SA Branch Inc.. 58-66. 2015 en
dc.identifier.isbn 978-0-9941752-3-6 en
dc.identifier.uri http://hdl.handle.net/2292/35578 en
dc.description.abstract This paper reports on a future-focused model for practitioner-led inquiry (PLI) in secondary Health and Physical Education (HPE). As a future-focused model this paper draws the notion of the Flipped Classroom (Tucker, 2012), where teacher’s front end the development of their inquiry questions with the support of tertiary academics who review the literature and suggest appropriate methodology to support the teachers’ research, while simultaneously addressing the tension for teacher educators to conduct research as a significant output of academic work. The purpose of the study is to make student learning more visible to students, their families (whānau) and to make this learning as explicit to both of these groups as it was to their teachers. The paper describes concerns raised by teachers that students found it difficult to identify their learning in Health and Physical Education (HPE) and consequently the students could not recognise next steps for future learning. This concern became the focus of the inquiry approach in two large metropolitan city schools; a traditional subject specific HPE delivery school and a school with a future-focused integrated subject curriculum. The study used a collaborative action model where both students and their whānau were asked what students actually learn in HPE, how they learn and how they know they are learning? As co-researchers with teachers, the authors believe that if students and their whānau are able to recognise what they are learning and how they are learning it becomes a more realistic goal for them to jointly consider, where are the next steps in their learning are. This puts students more on the path to being self-regulating and lifelong learners. As the co- researchers we argue that by making the metacognitive process of learning visible in HPE contexts, beyond teachers to students and their whānau, the Vision of the New Zealand Curriculum (NZC) (Ministry of Education, (MOE), 2007) of Twenty First Century (21C) learners as highly confident, connected, actively involved, lifelong learners, may be better actualised. en
dc.publisher Australian Council for Health, Physical Education and Recreation, SA Branch Inc. en
dc.relation.ispartof 29th ACHPER International Conference en
dc.relation.ispartofseries Values into Action - A Brighter Future: Edited Proceedings of the 29th ACHPER International conference en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Flipping research: A model for future-focused research making learning visible in health and physical education en
dc.type Conference Item en
pubs.begin-page 58 en
pubs.author-url http://www.achper.org.au/documents/item/433 en
pubs.end-page 66 en
pubs.finish-date 2015-04-15 en
pubs.start-date 2015-04-13 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Proceedings en
pubs.elements-id 495283 en
pubs.record-created-at-source-date 2016-08-25 en


Full text options

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Advanced Search

Browse