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Inter-student inter...
Inter-student interactions and student learning in Health and Physical Education : A post-Vygotskian analysis
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- Barker, Dean, 1977- (författare)
- Göteborgs universitet, Göteborg, Sweden
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- Quennerstedt, Mikael, 1966- (författare)
- Örebro universitet,Institutionen för hälsovetenskap och medicin,SMED,Örebro universitet, Institutionen för hälsovetenskap och medicin
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- Annerstedt, Claes (författare)
- Göteborgs universitet, Göteborg, Sweden
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(creator_code:org_t)
- 2013
- 2013
- Engelska.
- Relaterad länk:
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Abstract
Ämnesord
Stäng
- If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools. ReferencesDyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307. Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Hälsovetenskap -- Idrottsvetenskap (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Health Sciences -- Sport and Fitness Sciences (hsv//eng)
Nyckelord
- Sports Science
- Idrottsvetenskap
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)