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Is there (any)body in science education?
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Örebro universitet. (SMED)
2015 (English)In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, no 4, 439-453 p.Article in journal (Refereed) Published
Abstract [en]

In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

Place, publisher, year, edition, pages
2015. Vol. 46, no 4, 439-453 p.
Keyword [en]
comparative didactics, body, science education, physical education, artefact
National Category
Research subject
Curriculum Studies
URN: urn:nbn:se:uu:diva-265234DOI: 10.1007/s10780-015-9264-4OAI: oai:DiVA.org:uu-265234DiVA: diva2:864171
Teaching Traditions and Learning
Swedish Research Council, 2012-5023
Available from: 2015-10-26 Created: 2015-10-26 Last updated: 2016-01-04

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Almqvist, Jonas
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