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- Quennerstedt, Mikael
(författare)
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Hälsa eller inte hälsa – är det frågan?
- 2007
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 16:2, s. 37-56
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Tidskriftsartikel (refereegranskat)abstract
- Health or not – is that the question? In relation to an international debate as well as an upcoming revision of the syllabi of Physical Education in Sweden, this article discusses the question, whether physical education should consider a limited or an increased commitment towards the goals of public health and a health agenda. With a point of departure in a salutogenic approach the article hopefully adds richness to the perspective of health in physical education. In this way the article contributes to the discussion about health issues in physical education, and whether physical education can be a part of a sustainable health development.
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- Almqvist, Jonas, et al.
(författare)
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Pragmatic investigation : studies of meaning-making in educational practices
- 2008
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
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| 4. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Pragmatiska studier av meningsskapande
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 5. |
- Almqvist, Jonas, et al.
(författare)
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Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.
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| 6. |
- Eriksson, Charli, et al.
(författare)
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Idrott och hälsa : ett ämne för hälsa i rörelse!?
- 2005
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Ingår i: Grundskolans ämnen i ljuset av nationella utvärderingen 2003. - Stockholm : Skolverket. - 918500992X ; , s. 177-195
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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