| 1. |
- Almqvist, Jonas, et al.
(författare)
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How Wii teach Physical Education and Health
- 2014
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Konferensbidrag (refereegranskat)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
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| 2. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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How Wii Teach Physical Education and Health
- 2016
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Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
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| 3. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Is There (Any)Body in Science Education?
- 2015
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Ingår i: Interchange. - Dordrecht, Netherlands : Springer Netherlands. - 0826-4805 .- 1573-1790. ; 46:4, s. 439-453
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Tidskriftsartikel (refereegranskat)abstract
- In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.
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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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What do Wii teach in PE?
- 2012
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Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
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Konferensbidrag (refereegranskat)abstract
- In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
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| 8. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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A Transactional Understanding of Movement Learning
- 2020. - 1
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Ingår i: Learning Movements. - New York : Routledge. - 9780367356811 - 9781003142775
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Bokkapitel (refereegranskat)abstract
- The chapter clarifies how a transactional approach, by providing a specific view of the relationship between bodies and environments, can inform movement learning analysis. By emphasising classical pragmatism’s central ideas of experience (radical empiricism) and learning (the process of inquiry) two transactional principles are identified and then discussed in relation to empirical research. Methodological challenges, such as how to deal with the individual and social as simultaneous and mutual, and how to handle learning as practical and embodied, are described through previous empirical research. In doing so, the chapter explains how movement have been explored in term of what stands fast for participants in movement, which gaps they experience when they move, and what it means to create relations between old and new experiences. Using concepts of stand fast, gap, and relation transactional informed empirical research has gained detailed descriptions of, for example, how pupils navigate spatial-temporal conditions through movement, establish and maintain habits, achieve stability in terms of cooperation, use aesthetic judgements to make sense of movement, accept or refrain from intergenerational touch and gain balance and manoeuvrability in dinghy sailing. Transactional models used in research can, furthermore, be used by practitioners in order to observe, understand and discuss ongoing movement learning in their own or others’ practices. For example, help learners to identify certain gaps, privilege specific standing fast moments and recognize when and which relations fulfil certain purposes.
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| 9. |
- Andersson, Karin, 1972-
(författare)
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Naturmöten i pedagogiska verksamheter
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature. In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula. Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.
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| 10. |
- Armour, Kathleen, et al.
(författare)
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What is ‘effective’ CPD for contemporary physical education teachers? : A Deweyan framework
- 2017
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 22:7, s. 799-811
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Tidskriftsartikel (refereegranskat)abstract
- It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic nature of contemporary practice. We propose John Dewey's classic concept of ‘education as growth’ to underpin a new conceptual framework for the design, delivery and evaluation of PE-CPD. We argue that ‘effective’ PE-CPD will not be found in formal policies, structures and processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the learning process, (ii) prioritises context and contemporary challenges; (iii) bridges research/theory–practice in innovative ways; and (iv) nurtures the career-long growth of PE teachers.
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