<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maurizio  Sibilio</style></author><author><style face="normal" font="default" size="100%">Paola  Aiello</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE COMPLEXITY OF THE EDUCATIONAL RESEARCH IN THE TEACHING OF MOTOR ACTIVITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">motor activities</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435256.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The need to identify an educational dimension of the motor activities to be practiced in school context requires a disciplinary intersection between the sciences of education and the sciences of motion that outlines a complex heuristic space where the Geisteswissensschaften and Naturwissensschaften can cooperate at a constant, rigorous and critical harmonization of different approaches, protocols and instruments of research.
 Starting from the model proposed by Arnold (1988) that shows the wide range of possibilities offered by the movement to educational processes it is important to reflect critically upon the procedures and the adoption of specific research methodologies that can functionally integrate with the curriculum and the educational and organizational constraints of the school institutions and be suitable to define the best teaching practices to enhance the educational dimension of motor activities.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">99-105</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Claudia Ramos  Sacramento</style></author><author><style face="normal" font="default" size="100%">Gislaine Batista  Munhoz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE LEARNING OBJECTS: A WAY TO TEACHING GEOGRAPHY IN BASIC SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geographical education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning objects</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2593999</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The proposition of this article is to analyze Geographical Education from the perspective of the use of the new Information and Communication Technologies, the ICTs, in the context of Learning Objects (LO). Also, how this use is being or may be used in a more effective manner, since in the teaching-learning of this discipline, a daily and effective use of practices that contemplate this is not perceived. The proof of this is that, in recent bibliographical research on this theme from the principal Geographical periodicals and even theses and dissertations (2005-2009), the number of articles about Geographical Education is still small, and even smaller in relation to the teaching-learning of this and the use of the New Technologies. 
Therefore, we discuss the question of Geography teaching, the importance of qualification and the construction of knowledge by the teacher from the Web 2.0 perspective, as well as presenting the concept of Learning Objects and how these multimedia interactive educational resources can contribute in an advantageous manner to Geographical Education.
 Such resources can contribute in a qualitative form, in the sense that they make possible the creation of an innovative environment, in which teachers and students simulate events, create problem situations, making these more positive and closer to reality, concepts often abstract and distant from the students’ reality.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-111</style></section></record></records></xml>