Materialising bodies: there is nothing more material than a socially constructed body     

Håkan Larsson 《Sport, Education and Society》2013,18(5):637-651

Over the last one of two decades, researchers within the physical education (PE) and sport pedagogy research frequently use the concept ‘the material body’. An initial purpose of this article is to explore what a concept of a ‘material body’ might mean. What other bodies are there? Who would dispute the materiality of bodies? I suggest that the use of a concept as ‘the material body’ suggests a hesitation before the radicalism of the linguistic turn in the sense that the concept ‘discourse’ does not include a material dimension. In this way ‘the material body’ relates to an interpretation of ‘the socially (or discursively) constructed body’ as void of matter. A further purpose with the article is to re-inscribe matter in the concept of ‘discourse’. This is done by way of discussing what theorists like Michel Foucault and, in particular, Judith Butler, has to say about the materiality of the body. In their writings, discourse should not be limited to spoken and/or written language. Rather, discourse is understood in terms of actions and events that create meanings—that matters. One conclusion of the article is that it is important to problematise the mundane view of discourse as ‘verbal interchange’ because it reinforces the promise of an objective knowledge that will eventually shed light on the ‘real’ body and the mysteries of sexual difference, what its origins are, what causes it. Another conclusion is that the PE and sport pedagogy research should pay less attention to the body as an object (what it ‘is’), and pay more attention to how the body matters, and e.g. how movements make bodies matter.  相似文献   

Adolescents’ credibility justifications when evaluating online texts     

Kiili  Carita  Bråten  Ivar  Strømsø  Helge I.  Hagerman  Michelle Schira  Räikkönen  Eija  Jyrkiäinen  Anne 《Education and Information Technologies》2022,27(6):7421-7450

Education and Information Technologies - Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online...  相似文献   

Supplementary explanations in undergraduate mathematics assessment: a forced formative writing activity     

Owe Kågesten 《European Journal of Engineering Education》2006,31(6):705-715

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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue     

Stang Lund  Elisabeth  Bråten  Ivar  Brandmo  Christian  Brante  Eva W.  Strømsø  Helge I. 《Reading and writing》2019,32(2):335-356

Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate...  相似文献   

Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers*     

Johann Engelbrecht  Owe Kågesten 《European Journal of Engineering Education》2017,42(5):570-586

The research interest underpinning this paper concerns the type of mathematical knowledge engineering students may acquire during their specialised education in terms of the conceptual and procedural dimensions of doing and using mathematics. This study draws on interviews with 25 qualified engineers from South Africa and Sweden regarding their views on the role of mathematics in engineering education, with special focus on the conceptual and procedural aspects of mathematical knowledge. A thematic analysis of the interview data led to the identification of two main themes. According to the conceptual view a predominantly conceptual approach is needed and valued more than procedural skills, while the balanced view emphasises a balance of conceptual understanding and procedural fluency as well as links between them. It is suggested that the mathematical education of engineers would need to be more conceptually oriented to prepare for the demands at the workplace.  相似文献   

A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts     

Bråten  Ivar  Strømsø  Helge I. 《Reading and writing》2003,16(3):195-218

This study examined the strategiesspontaneously used by university students asthey tried to understand multiple expositorytexts as part of their normal reading andstudying. Law students read self-selected textsat different points in time during onesemester. Think-aloud protocols generatedduring reading were analyzed to identify typesof strategic text processing. It was foundthat students' strategic processing changedover time, with some of the changes associatedwith changes in students' perception of thenature of the reading task. Different changesin strategic processing were observed forstudents at different levels of performance.  相似文献   

Physical education—educating bodies after postmodernism?     

Håkan Larsson 《Educational Philosophy and Theory》2018,50(14):1424-1425

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Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study     

Rune Andreassen  Magne S. Jensen  Ivar Bråten 《Reading and writing》2017,30(9):1891-1916

We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.  相似文献   

Do grades in higher education matter for labour market rewards? A multilevel analysis of all Norwegian graduates in the period 1990–2006     

Karl Ingar Kittelsen Røberg  Håvard Helland 《Journal of Education & Work》2017,30(4):383-402

This paper examines the effects of grades from higher education on labour market outcomes. Economic theory predicts that grades are rewarded in the labour market because employers regard them as an expression of valuable skills or a signal of other sought after attributes. Social closure, however, may give reason to expect no effects. Whether good grades are rewarded in the labour market is thus uncertain. This paper addresses this question by examining whether employers tend to reward good grades in the form of employment and higher income. Previous research has demonstrated that the returns to education vary according to structural–institutional labour market settings. We examined the interaction effects between grades and field-specific characteristics and between grades and sector by analysing data on all graduates in these educational programmes at Norwegian universities and university colleges from 1990 through 2006. The education data are linked with multiple other data sources such as the national tax register and the national employment register. We find that good grades have positive effects on both income and employment and that these effects are influenced by both the type of education and sector.  相似文献   

Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry     

Marie Ståhl  Anita Hussénius 《Cultural Studies of Science Education》2017,12(2):395-423

This study examined the Swedish national tests in chemistry for implicit and explicit values. The chemistry subject is understudied compared to biology and physics and students view chemistry as their least interesting science subject. The Swedish national science assessments aim to support equitable and fair evaluation of students, to concretize the goals in the chemistry syllabus and to increase student achievement. Discourse and multimodal analyses, based on feminist and critical didactic theories, were used to examine the test’s norms and values. The results revealed that the chemistry discourse presented in the tests showed a traditional view of science from the topics discussed (for example, oil and metal), in the way women, men and youth are portrayed, and how their science interests are highlighted or neglected. An elitist view of science emerges from the test, with distinct gender and age biases. Students could interpret these biases as a message that only “the right type” of person may come into the chemistry epistemological community, that is, into this special sociocultural group that harbours a common view about this knowledge. This perspective may have an impact on students’ achievement and thereby prevent support for an equitable and fair evaluation. Understanding the underlying evaluative meanings that come with science teaching is a question of democracy since it may affect students’ feelings of inclusion or exclusion. The norms and values harboured in the tests will also affect teaching since the teachers are given examples of how the goals in the syllabus can be concretized.  相似文献