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- Holmberg, Christopher, 1984, et al.
(författare)
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Empowering aspects for healthy food and physical activity habits : adolescents’ experiences of a school-based intervention in a disadvantaged urban community
- 2018
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - Abingdon : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 13:sup1: Equal Health
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Tidskriftsartikel (refereegranskat)abstract
- Purpose:This study aimed to describe adolescents’ experiences of participating in a health-promoting school-based intervention regarding food and physical activity, with a focus on empowering aspects. Method:The school was located in a urban disadvantaged community in Sweden, characterized by poorer self-reported health and lower life expectancy than the municipality average. Focus group interviews with adolescents (29 girls, 20 boys, 14–15 years) and their teachers (n = 4) were conducted two years after intervention. Data were categorized using qualitative content analysis. Results: A theme was generated, intersecting with all the categories: Gaining control over one’s health: deciding, trying, and practicing together, in new ways, using reflective tools. The adolescents appreciated influencing the components of the intervention and collaborating with peers in active learning activities such as practicing sports and preparing meals. They also reported acquiring new health information, that trying new activities was inspiring, and the use of pedometers and photo-food diaries helped them reflect on their health behaviours. The adolescents’ experiences were also echoed by their teachers. Conclusions: To facilitate empowerment and stimulate learning, health-promotion interventions targeting adolescents could enable active learning activities in groups, by using visualizing tools to facilitate self-reflection, and allowing adolescents to influence intervention activities.
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| 2. |
- Holmberg, Kristina, et al.
(författare)
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Students and teachers construction of mathematics and mathematics education in the light of the political solution “more of the same”
- 2013
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Ingår i: The 41st Annual Congress of the Nordic Educational Research Association. ; , s. 371-371
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Konferensbidrag (refereegranskat)abstract
- Mathematics education in Sweden has during the last decade been under consideration in varied ways. Reports from PISA and TIMSS indicating that the results in mathematics goes from bad to worse has started a rescue-army departing from the Ministry of Education. Money has been investigated, addressed to further education of mathematics teachers and to increase the time in mathematics during the years in compulsory school. In line with this also the Swedish National Agency for Education has taken initiatives to develop mathematics education. Here the development of quality of mathematics education and the learning outcomes are at focus.To investigate this further our research group has followed two schools supported by the Agency initiative during 2010-2012. All together 120 students and 8 teachers were interviewed twice, in groups. The aim of this ongoing research project is to analyse and discuss students and teachers construction of mathematics and mathematics education and to carry out a radical discussion in relation to theories of modernity and political documents. In this presentation the ambition is to communicate the first preliminary results.Discursive psychology and discourse theory, both founded in social constructionist and poststructuralist theories are used to analyse the extensive empirical material. The combination opens up for a two-sided analysis where the interesting relationship between agency and structure may be analysed with a trustworthy methodology. In relation to mathematics education we find this approach useful as it opens up for a critical discussion.Four categories have emerged from the empirical material. The students are constructing mathematics and mathematics education as a resource, as an effort, as boredom and as pending. Our research group find those results interesting to discuss per se, but also in relation to the national initiatives where the approach to find solutions in mathematics itself appears to be governing. It could be considered as important to discuss and problematize the political solution “more of the same” as a way to develop mathematics education in the 21st century. The ambition in this presentation is to contribute to the debate about mathematics education by transforming the problem into a concern of society.
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