(1) The Elements of Electricity and Magnetism. A Text-book for Colleges and Technical Schools (2) A Short University Course in Electricity, Sound and Light (3) Naturlehre für höhere Lehranstalten auf Schulerübungen gegrundet (4) The Elementary Theory of Direct Current Dynamo Electric Machinery (5) Electrical Laboratory Course for Junior Students

About 2200 years ago there was published in Greek one of the most remarkable books of all times, Euclid's “Elements of Geometry”. It contains a systematic exposition of the leading propositions of elementary geometry and the elementary theory of numbers. It was at once adopted by the Greeks as the standard text book on pure mathematics. The parts that relate to elementary geometry were the standard text book for centuries and are still in use in England to-day. The English school boy does not say “Geometry”, he says “Euclid”. On the Continent of Europe “Euclid” was superseded by Legendre's “Elements of Geometry”, the first edition of which was published in 1794. A translation into English by a man named Davies was widely used in this country. (It was used at Columbia University as late as 1905). But that has been superseded by more modern American texts of which there is now a large number.

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Análisis de las Actitudes de la Educación Física en la E.S.O (Attitudinal analysis of Physical Education in Compulsory Secondary Education (E.S.O.))

Retos ◽

10.47197/retos.v0i14.35015 ◽

2015 ◽

pp. 70-74

Author(s):

José Luis Chinchilla Minguet ◽

Manuel Francisco Escribano Castillo ◽

Oscar Romero Ramos ◽

Iván López Fernández

Keyword(s):

Secondary Education ◽

Physical Education ◽

Data Processing ◽

Traditional Model ◽

Text Book ◽

Independent Variables ◽

Group Control ◽

Independent Variable ◽

University Course ◽

Experimental Group

Objetivo del trabajo: crear un programa de evaluación de las actitudes en Educación Física para la E.S.O. 1. Diseñar un modelo de evaluación de las Actitudes para Educación Física. 2. Crear instrumentos de recogida, análisis e interpretación de datos. 3. Validez de los objetivos. 4. Verificar la hipótesis. Hipótesis: «cuanta más información se disponga sobre un alumno, disminuyen las posibilidades de errar en su calificación». Metodología: se ha seguido un Diseño Longitudinal de Panel. Dos grupos de trabajo, 4º «F» y, 4º «G» de E.S.O., I. E. S. de Málaga «Universidad Laboral», curso 06/07. 4º F evaluado con el modelo tradicional de evaluación, 4º G con el experimental. En los dos grupos se recogieron variables actitudinales: las variables independientes se aplicaron al grupo experimental, y las dependientes al grupo control. Los resultados, se analizaron, para ver si la variable independiente, era la causante de la mejora en los resultados. Se ha empleado la observación directa, la recogida de datos, utilizando instrumentos: cuadernos de registros de 4º de E.S.O., hojas personales de actitudes por ámbitos de actuación, diario de observación del alumno, y grupo, y libro de texto para 4º de E.S.O.Conclusión: todo proceso de evaluación es complejo y en Educación Física más, por el volumen, la variedad, diversidad y la procedencia de la información, por diseñar instrumentos de recogida de datos, por individualizar el proceso, por estar el alumnado en movimiento. Los resultados afirman que la evaluación es eficaz, cuanta más información se tenga.Abstract: Objective of the work: to create a program of evaluation of the attitudes in Physical education for the E.S.O. 1. To design a model of evaluation of the Attitudes for Physical education. 2. To create instruments of collection, analysis and data processing. 3. Validity of the objectives. 4. To verify the hypothesis. The hypothesis: «whatever more information is arranged on a student, diminish the possibilities of being mistaken in its qualification». Methodology: diseño Longitudinal of Panel has been followed. Two work groups, 4º «F» and, 4º «G» of E.S.O., I. E. S. of Malaga «Labor University», course 06/07. 4º F evaluated with the traditional model of evaluation, 4º G with the experimental one. In both groups actitudinales variables took shelter: the independent variables were applied to the experimental group, and the employees to the group control. The results, were analyzed, to see if the independent variable, were the cause of the improvement in the results. The direct observation, the collection of data has been used, using instruments: notebooks of registries of 4º of E.S.O., personal leaves of attitudes by scopes of performance, record book of the student, and group, and text book for 4º of E.S.O. Conclusion: all process of evaluation is complex more and in Physical education, by the volume, the variety, diversity and the origin of the information, to design instruments of collection of data, to individualize the process, to be the pupils in movement. The results affirm that the evaluation is effective, to whatever more information is had.

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