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Motorisch Vaardiger door Onderzoekend Leren: Een effectstudie naar onderzoekend leren binnen het zwemonderwijs

Reinstra, A.D. (2013) Motorisch Vaardiger door Onderzoekend Leren: Een effectstudie naar onderzoekend leren binnen het zwemonderwijs.

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Abstract:This study focuses on inquiry-based learning within the field of swimming. Within the process of inquiry-based learning, children have an active role in acquiring new knowledge. They do this by going through a process where hypotheses are made, experiments are being done and the evidence obtained is being evaluated. Research in the field of nature and technique showed that inquiry-based learning resulted in an increase of knowledge, strategies and better understanding of the matter. In swimming, little is done with (fore) knowledge and insights of children so far. The reason for this study was therefore to examine if inquiry-based learning can be effective within this field. To register the effects, motor learning and the development and transfer of the declarative, conditional and procedural knowledge of children in the age of 5-6 years have been investigated. Forty children participated in this study. They were divided into two groups: inquiry-based learning (n = 22) and learning by direct instruction (n = 18). During a period of ten weeks, these children had their first swimming lessons according to a program drawn up beforehand. This program was developed in such a way that both conditions practiced the same content but each in a different way. The condition inquiry-based learning used picture cards to follow the process of inquiry-based learning. Whereas, children from the condition direct instruction were offered the same content by the instructor. The knowledge (declarative, conditional, procedural knowledge and transfer of knowledge) has been measured in the 1st and 10th week by means of a knowledge test. The motor learning process has been measured by means of an observation in the weeks 1, 5 and 10. Results showed that children of the condition inquiry-based learning had gathered significantly more knowledge, scored higher in transferring knowledge and on motor learning compared to children of the direct instruction group. Children from the inquiry-based learning group scored higher in conditional knowledge and transfer. Despite the higher scores, it could not be proven that conditional and procedural knowledge were conditional for the motor learning. This study showed that inquiry-based learning within the field of swimming can be applied to children in the age of 5-6 years old, provided that the learning process is being supported. It has also been proven that by inquiry-based learning children have gained knowledge and motor skills which, as we expect, will form the foundation for a life time of swimming.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/63325
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