| 1. |
- Almqvist, Jonas, et al.
(author)
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Pragmatic investigation : studies of meaning-making in educational practices
- 2008
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Conference paper (pop. science, debate, etc.)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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| 2. |
- Almqvist, Jonas, 1968-, et al.
(author)
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Pragmatiska studier av meningsskapande
- 2008
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In: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Journal article (peer-reviewed)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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| 3. |
- Almqvist, Jonas, et al.
(author)
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Tema: Didaktiska undersökningar
- 2008
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In: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Journal article (pop. science, debate, etc.)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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| 4. |
- Eriksson, Charli, et al.
(author)
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Idrott och hälsa : ett ämne för hälsa i rörelse!?
- 2005
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In: Grundskolans ämnen i ljuset av nationella utvärderingen 2003. - Stockholm : Skolverket. - 918500992X ; , s. 177-195
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Book chapter (other academic/artistic)
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| 5. |
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| 6. |
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| 7. |
- Quennerstedt, Mikael, et al.
(author)
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On the use of artefacts in physical education
- 2008
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Conference paper (other academic/artistic)abstract
- The overall objective of this article is to discuss and problematize the meaning and use of artefacts in physical education by applying a sociocultural perspective to learning and artefacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate how artefacts in different ways can play a part in meaning making processes in physical education. The results of the study illustrate that a ball can be constituted as a “great toy” and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, the results also illustrate that the ball can be constituted as a “lethal projectile” and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of “artefacts-in-use” are both important and valuable, as are physical education teachers’ reflections about the role of artefacts in their teaching.
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| 8. |
- Quennerstedt, Mikael, et al.
(author)
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Physical education in Sweden : a national evaluation
- 2008
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In: Education-line. ; , s. 1-17
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Journal article (other academic/artistic)abstract
- A national evaluation of Swedish compulsory schools was undertaken in 2003. This evaluation covers 16 compulsory school subjects in Year 9, including physical education (PE). The PE study includes a sample of 6,788 pupils and 1,688 teachers in Year 9 for background data and school subject comparisons. A questionnaire was also sent to the parents of the 6,788 pupils, and register data was collected on pupils’ final grades and parents’ educational levels. A smaller sample of 2,407 pupils and 82 PE teachers has been used in order to analyse pupils’ and teachers’ attitudes towards PE. The main focus of this article is the subject content in PE, with a particular focus on the teaching, the learning, and the teachers’ and pupils’ attitudes towards the subject. The results of the study show that PE is valued highly by both pupils and parents. Pupils active in sports enjoy PE the most, and the subject content is characterised by enjoyment in movement. The majority of the pupils are physically active during the lessons (85.2 percent), although at the same time a significant minority of the girls are present but inactive during PE. Of all the school subjects in Sweden, PE is the only ‘boyish’ subject and boys attain higher grades, enjoy it more and are more involved in and able to influence the content. The most important determining factors affecting grades in PE are leisure sport activity, parents’ educational levels, gender and cultural capital.
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| 9. |
- Quennerstedt, Mikael, et al.
(author)
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Swedish physical education research
- 2008
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In: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 295-302
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Journal article (peer-reviewed)abstract
- This article does not have an abstract.
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| 10. |
- Quennerstedt, Mikael, et al.
(author)
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Vaulting horses, basket balls and lines in the floor : understanding artefacts in physical education
- 2008
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Conference paper (other academic/artistic)abstract
- The overall objective of this article is to discuss and problematize the meaning and use of artefacts in physical education by applying a sociocultural perspective to learning and artefacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate how artefacts in different ways can play a part in meaning making processes in physical education. The results of the study illustrate that a ball can be constituted as a “great toy” and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, the results also illustrate that the ball can be constituted as a “lethal projectile” and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of “artefacts-in-use” are both important and valuable, as are physical education teachers’ reflections about the role of artefacts in their teaching.
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