(1293) ACQUISITION OF CRITICAL THINKING COMPETENCY THROUGH THE INTERDISCIPLINARY IN THE DEGREE IN PHYSICAL ACTIVITY AND SPORT SCIENCE

摘要

“Critical thinking competency” is a general competence and it is one of the competences thatuniversity students have to achieve during their academic training. For that reason, it has to be workedduring university studies in order to enhance transfer knowledge between university, everyday life andworking life. So, due to the development of this competence, students learn to be critical with theirarguments and also about their classmate's arguments.A very good way to acquire critical thinking competency, is to involve them in an assessment processusing co-evaluation. In this way, we can encourage students 'critical analysis, increasing theirautonomy and improving learning. In order to get these abilities, it is necessary a very goodcoordination between teachers, so it is important to foster interdisciplinary among different degreemodules in order to optimize and encourage meaningful learning.In this paper, we report the result of an interdisciplinary work carrying out with 3rd year students of theDegree in Physical Activity and Sport Science. All the students were registered on the degree coursesof “Physical Activity and Health” and “Teaching in Physical Activity and Sport I”. Proactivemethodological assessment and participative assessment activities came to an end in an oralpresentation.The aim of the study was to analyse the results obtained in a co-evaluation realized just after an oralpresentation. 88 students of 3th course of the degree in Physical Activity and Sport Scienceparticipated in the study. Students had to assess their classmates after an oral presentation of aninterdisciplinary and formative task. The task was developed in groups of eight, so eleven tasks werepresented.In order to collect the data, an evaluation instrument of ordinal classification, were used. Theevaluation instrument was design ad hoc, with a Likert scale graded from 1 to 4: 1 inadecuate,2 poor,3,adecuate, 4 very good. The students were informed about the study, and also, were instructed onhow to complete the assessment instrument. Furthermore, the students were informed that theiropinions do not affect their subjects' marks.The results were analysed with SPSS v.19 program. Results show that most of the items observed bystudents regarding their classmates get scores between adequate and very good. Contextualization(92%), relevant (88,5%),content (87.2%), consistency(82.3%) and clear explanation (84.7%) were theitems that students score like adequate and very good; however, students score as poor orinadequate the following items: Originality (31%), Power point presentation (25.4%), appropriateresponsiveness to the questions(22.4%) and treating diversity (22.2%).Taking into account the findings, it could be necessary to investigate and think about the reasonbecause the students are more critical on aspects that are not related with technical content likeoriginality, Power point presentation, and appropriate responsiveness to the questions. It could be dueto students are not used to this kind of formative task and to participate in co- evaluation activities.It could be necessary to enhance this kind of activities in an interdisciplinary way in order to getautonomy, responsibility and critical thinking significantly.