SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogy) ;lar1:(oru)"

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogy) > Örebro universitet

  • Resultat 1-10 av 1739
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Välfärdspolitik i praktiken : om perspektiv och metoder i forskning
  • 2007
  • Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
    • Förändringar av människors villkor i samhället kräver nya sätt att forska. I den här antologin presenteras olika redskap för kvalitativ forskning om välfärd. I antologin utgår forskarna från redan välkända traditioner inom samhällsvetenskaplig forskning, men argumenterar inte bara för etablerade forskningsmetoder och teoretiska perspektiv inom välfärdsforskningen utan också för nya. Antologin har arbetats fram inom ramen för Nordiska Sommaruniversitetet och därmed influerats av olika forskningstraditioner som förekommer vid universitet och högskolor i Norden. Nya forskningsmetoder där människornas egna utsagor och upplevelser tillvaratas kan tolkas utifrån redan etablerade teoretiska perspektiv som fenomenologi, hermeneutik och interaktionism. De forskningsansatser som presenteras möjliggör att människor även själva är med och formulerar bilden av sina livsvillkor. I antologin visas hur forskning med dessa ansatser kan ske tillsammans med människor i olika åldrar och livssituationer. I antologin visas också att komparativa ansatser kan öppna för nya insikter om olika dimensioner i välfärdsystemet som en kulturell praktik.
  •  
2.
  • Svensson, Teresia, 1975-, et al. (författare)
  • Miljövetenskaplig undervisning i högre utbildning
  • 2016
  • Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
  •  
3.
  • Moller, H., et al. (författare)
  • Technology-Enhanced Learning of Human Trauma Biomechanics in an Interprofessional Student Context
  • 2022
  • Ingår i: Teaching and Learning in Medicine. - : Informa UK Limited. - 1040-1334 .- 1532-8015. ; 34:2, s. 135-144
  • Tidskriftsartikel (refereegranskat)abstract
    • Phenomenon This study aimed to investigate how students can develop their understanding of trauma biomechanics by means of technology-enhanced learning-an interactive visualization tool developed to enhance understanding of the biomechanics underlying an injury via dynamic imaging sequences. Approach: Students were invited to explore the content as a learning resource during an interprofessional clinical placement on an orthopedic ward. Thirty volunteer medical, nursing, and physiotherapy/occupational therapy students participated in 10 interprofessional groups of three participants. They were video recorded while interacting with learning software that was divided into five sections: Work Up, General Information, Biomechanical Case Study, Biomechanical Risk Assessment, and Treatment. Investigators probed students' learning experiences via four focus group discussions. A sociomaterial perspective was adopted, directing the analytical focus to how students' made use of talk, gestures, bodies, and material objects to understand the visualized phenomena. Findings: When connecting the visualization to a patient case, certain features of the technology stood out as important for promoting engagement and understanding trauma mechanisms. Decreased tempo, showing the directions and dynamics of trauma biomechanics in slow-motion, and color coding of the strain on the affected structures were especially important for evoking the emotional responses. The visualization tool also supported students' explorations of causal relationships between external forces and their biomedical effects. These features emphasize the sociomaterial relation between the design of the technology and the student activities. Insights: Dynamic visualization of biomechanical events has the potential to improve the understanding of injury mechanisms and specifically to identify anatomical structures at high risk of injury. Dynamic visualizations for educational purposes seem to promote possibilities for learners to contextualize visual representations relative to one's own body. Educational methods and practice need explicit attention and development in order to use the full potential of the visualization technology for learning for the health care professions.
  •  
4.
  • Webb, Louisa, et al. (författare)
  • Healthy bodies : construction of the body and health in physical education
  • 2008
  • Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 13:4, s. 353-372
  • Tidskriftsartikel (refereegranskat)abstract
    • In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’*for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.
  •  
5.
  • Öhman, Marie, et al. (författare)
  • Feel good—be good : subject content and governing processes in physical education
  • 2008
  • Ingår i: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 365-379
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: In this paper a study of both subject content and governing processes in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.Purpose: The purpose of the paper is threefold: (1) to analyse the subject content in physical education through identifying discourses embedded in its practice; (2) to illustrate how the subject content is created/re-created in physical education practice through various governing processes; and (3) to discuss how governing processes also become content through thesocialization of students in terms of becoming a certain type of social citizen.Research design and data collection: The empirical material used is collected in connection with a national evaluation of physical education in Sweden, commissioned by the Swedish Government and the Swedish National Agency for Education. This paper uses local curriculum documents from 72 schools and 15 video-recorded physical education lessons from five schools. A starting point for the methodological framework is discourse theory and the governing perspective developed by Michel Foucault (1978/1991, 1980, 1982/2002). The governing perspective is used as a methodological tool, and we work with two overarching analysis themes: one oriented towards what pupils are governed, in terms of discourses embedded in physical education, and the other how the identified discourses are created/re-created in the practice of physical education. We also use the methodological framework as a tool to discuss how the governing processes also become content—a content of socialization.Findings: The results show that physical exertion and active participation are the main threads that run though the analysed material. In connection with physical exertion and active participation, pupils are also encouraged to cooperate with others and to compete. The content of socialization is primarily directed towards different components of willingness, for example a will to do one’s best and a will to try, where the pupils are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most reasonable.Conclusions: A clear message is communicated in physical education in Sweden—be active and work up a sweat. This is also concerned with fostering good character, i.e. creating correct attitudes and approaches through physical activity—be an active and willing person. Physical education is consequently a place where both political volition and the creation of today’s citizens are staged. It is thus not only physical exertion—the physiological effects of exercise and involvement in sports and physical education—that is in the foreground of the activities we study in physical education. It is also about becoming a certain type of social citizen.
  •  
6.
  • Brunnberg, Elinor, 1948-, et al. (författare)
  • Self-rated mental health, school adjustment, and substance use in hard-of-hearing adolescents
  • 2008
  • Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 13:3, s. 324-335
  • Tidskriftsartikel (refereegranskat)abstract
    • This survey, "Life and Health—Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Örebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.
  •  
7.
  •  
8.
  • Barker, Dean, 1977 (författare)
  • Ninjas, zombies and nervous wrecks? Academics in the neoliberal world of physical education and sport pedagogy
  • 2017
  • Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 22:1, s. 87-104
  • Tidskriftsartikel (refereegranskat)abstract
    • Scholars have drawn some damning conclusions on the current state of the academy. They argue that neoliberal developments such as corporatization and privatization are undermining research and teaching quality, disrupting social relations and impacting negatively on the health and well-being of academic staff. Academia is, according to these scholars, coming to be peopled by hypercompetitive and combative ninjas', cynical and unmotivated zombies' and jaded and anxious nervous wrecks'. Against this negative depiction of academics, the aim of this paper is to provide an illustration of an alternative identity that is formed and performed within the field of physical education and sport pedagogy (PESP). This illustration is achieved through the presentation and analysis of an account that shows some of the individuals inhabiting the world of PESP. The account is based on autoethnographic research and relies largely on reported speech and reflective notes to build a description of the author, in the early stages of mid-career, working with his colleagues to write a section of this paper. A Foucauldian framework that includes the concepts of governmentality and care of the self is employed to consider how the author becomes a neoliberal subject with some possibilities for resisting technologies of power. The paper is concluded with reflections on the process of resisting and the significance of local socio-political contexts as issues for further discussion.
  •  
9.
  • Aggerholm, K., et al. (författare)
  • On practising in physical education : outline for a pedagogical model.
  • 2018
  • Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education. 
  •  
10.
  • Barker, Dean, 1977-, et al. (författare)
  • Developing the practising model in physical education : an expository outline focusing on movement capability.
  • 2018
  • Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 209-221
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-10 av 1739
Typ av publikation
konferensbidrag (561)
tidskriftsartikel (517)
bokkapitel (322)
rapport (77)
doktorsavhandling (77)
annan publikation (57)
visa fler...
samlingsverk (redaktörskap) (42)
bok (39)
recension (24)
forskningsöversikt (15)
licentiatavhandling (7)
proceedings (redaktörskap) (1)
visa färre...
Typ av innehåll
refereegranskat (989)
övrigt vetenskapligt/konstnärligt (648)
populärvet., debatt m.m. (102)
Författare/redaktör
Englund, Tomas, 1946 ... (137)
Bagga-Gupta, Sangeet ... (115)
Bergh, Andreas, 1964 ... (83)
Lundahl, Christian, ... (81)
Öhman, Johan, 1961- (78)
Westberg, Johannes, ... (70)
visa fler...
Barker, Dean, 1977- (41)
Arneback, Emma, 1974 ... (37)
Quennerstedt, Ann, 1 ... (37)
Bagger, Anette, 1974 ... (36)
Linné, Agneta (33)
Wahlström, Ninni (30)
St-John, Oliver, 195 ... (29)
Wahlström, Ninni, 19 ... (27)
Andersson, Erik, 197 ... (27)
von Wright, Moira (27)
Lundahl, Christian, ... (26)
Quennerstedt, Mikael ... (25)
Edvardsson, Bo, 1944 ... (23)
Lillvist, Anne, 1978 ... (23)
Englund, Tomas (23)
Paldanius, Sam, 1962 ... (22)
Östman, Leif (21)
Gustavsson, Bernt (21)
Tryggvason, Ásgeir, ... (21)
Edelbring, Samuel, 1 ... (20)
Öhman, Marie, 1958- (20)
Ljunggren, Carsten (19)
Barker-Ruchti, Natal ... (19)
Sund, Louise, 1970- (19)
Moreno Herrera, Laza ... (18)
Lilliedahl, Jonathan ... (18)
Allard, Karin, 1953- (17)
Englund, Tomas, Prof ... (17)
Frödén, Sara, 1973- (17)
Bergh, Andreas (16)
Lilliedahl, Jonathan (16)
Wåger, Jonny, 1984- (16)
Norling, Martina, 19 ... (15)
Skoog, Marianne, 195 ... (15)
Alnervik, Karin, 195 ... (14)
Solbrekke, Tone Dyrd ... (14)
Wedin, Åsa, 1955- (13)
Öhman, Johan (13)
Quennerstedt, Ann (13)
Nyberg, Gunn (12)
Solbrekke, Tone Dyrd ... (12)
Messina Dahlberg, Gi ... (12)
Strittmatter, Anna-M ... (11)
Fahlén, Josef, 1974- (11)
visa färre...
Lärosäte
Uppsala universitet (140)
Jönköping University (138)
Linnéuniversitetet (73)
Umeå universitet (61)
Linköpings universitet (58)
visa fler...
Högskolan Dalarna (53)
Göteborgs universitet (41)
Mälardalens universitet (36)
Södertörns högskola (30)
Stockholms universitet (25)
Karlstads universitet (23)
Gymnastik- och idrottshögskolan (22)
Högskolan i Skövde (21)
Högskolan i Gävle (12)
Marie Cederschiöld högskola (11)
Malmö universitet (10)
Karolinska Institutet (10)
Högskolan Kristianstad (6)
Lunds universitet (5)
Högskolan i Borås (4)
Högskolan i Halmstad (3)
Högskolan Väst (3)
Mittuniversitetet (3)
Kungliga Tekniska Högskolan (2)
Luleå tekniska universitet (2)
Blekinge Tekniska Högskola (2)
Kungl. Musikhögskolan (1)
visa färre...
Språk
Engelska (1093)
Svenska (634)
Tyska (5)
Norska (2)
Portugisiska (2)
Franska (1)
visa fler...
Danska (1)
Spanska (1)
visa färre...
Forskningsämne (UKÄ/SCB)
Samhällsvetenskap (1739)
Medicin och hälsovetenskap (134)
Humaniora (96)
Naturvetenskap (12)
Teknik (3)
Lantbruksvetenskap (2)

År

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy