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Learning Study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to move in specific ways
Stockholms universitet.
Stockholms universitet.
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap. Stockholms universitet. (PIF-gruppen GIH)ORCID-id: 0000-0002-5656-6500
2013 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

The Learning Study inquires teaching and learning in relation to a specific object of learning. The meaning of knowing the specific object of learning is specified in the research process – in the planning and analysis of the pre-test as well as in designing and analysis of research lessons. In this symposium the focus will be on different aspects of the knowledge generation in a Learning Study concerning the meaning of knowing what is expected to be known. By inquiring teaching and learning of a specific content our knowledge regarding that content will be differentiated and deepened. The meaning of knowing a specific object of learning is a dynamic knowledge object – depending on the specific group of students in interaction with a specific content. Each new group of students will make it possible to discern new aspects of the learning object. By analyzing student difficulties as well as interactions in the classroom new aspects of the learning object will be discerned. In the symposium four different Learning Studies from different school subjects will be presented. The meaning of knowing will be explored and discussed from different angles – from the perspective of the learners (in the pre-tests) and  the teachers (in the teacher discussions) as well as from how it is constituted in the classroom interaction (documented in the videos from the research lessons).

Pernilla AhlstrandLearning Study as a way to inquire about progress in acting and presence on stage.

Theatre is a subject in upper secondary school in Sweden as part of the national aesthetic program. The new kind of syllabus is organized in relation to content areas as well as subject specific capabilities for the students to develop. The syllabus also includes criteria for the assessment of students’ capabilities – to be used when giving marks to the students and working with formative assessment or assessment for learning (Black & Wiliam, 1998, Gipps 1995. The criteria are expressed in general, non-subject specific terms. This is for example formulated as the difference between a simple and complex way of being able to express something in the theatre syllabus. In my research I investigate how learning study as a research approach and phenomenography as a method of analyzing pretests can be used as another and deepened way to describe different levels of knowing in relation to the national criteria.

Theatre knowledge and the way knowledge is transferred is in previous research to a great extent described as tacit (Lagerström 2005, Järleby 2003, Johansson 2012). This gives theatre teachers even further challenges, trying to formulate what is described as tacit knowing (Polanyi 1958/1998 &1967/2009, Johannessen 1988, 1999, 2002, Janik 1995, 1996, Schön 1983).

The capability of being present was found suitable as an object of learning, as it is something that teachers have experienced difficulties with when teaching and instructing. Presence is a core quality in acting and it is one of the criteria teachers agree on being of great importance when assessing a student but in what way can the knowing of the capability of being present be described?

It will be discussed whether an outcome space (in relation to filmed material) can be a way to develop teachers and students understanding of the meaning of knowing as a help to work with assessment for learning.

Gunn NybergThe meaning of knowing how to move in specific ways: embodied understanding as somatic grasping

The subject physical education has a tradition of being a ‘practical’ subject. However, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) do not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). The knowing involved in moving is not easily articulated and may, according to Polanyi (1954), “often result in explaining away quite genuine practices or experiences” (p. 385). The aim of this study is to explore and articulate the meaning of knowing how to move in a specific way exemplified through a movement called ‘house hop’.

The study takes as it’s starting point an epistemological perspective on capability to move corresponding with Ryle’s (1949) “knowing how”, not separating mental and physical skills. Accordingly, a phenomenographic analysis of students’ experiencing of the learning object (‘house hop’) have been used.

 

The paper draws mainly on data from video recordings of the pre-test and transcripts of two video recorded lessons from a Learning Study in upper secondary school. The findings show the meaning of knowing house hop as different ways of knowing the movement as well as several aspects to discern in order to know the movement in a powerful way.

This presentation will focus on how students’ experiencing of a movement are expressed in their way of moving. Taking this as a starting point when teaching and learning movements can contribute to an approach to capability to move as comprising mental and physical processes as one process. Conceiving the knowing involved in ‘house hopping’ (as well as other ways of moving) this way could also contribute to a discussion concerning subject specific knowledge in PE and particularly it’s ‘practical’ dimension.

 

 

sted, utgiver, år, opplag, sider
2013.
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-13229OAI: oai:DiVA.org:du-13229DiVA, id: diva2:661414
Konferanse
Vetenskapsrådets resultatdialog 2013
Tilgjengelig fra: 2013-11-04 Laget: 2013-11-04 Sist oppdatert: 2015-03-31bibliografisk kontrollert

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