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Silent knowledge in the learners' world of experience
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-3133-5869
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-2407-9433
2012 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Learning is always situated in the children's life-world. The knowledge that the learning give rise to, is in itself a phenomenon with its origins in social contexts. The views and feelings the learner has regarding the context may therefore have impact on the learning that will be enabled. This presentation puts attention to the context of a playful snowball fight as an arena for learning.PurposeThe aim is to give voice to children's unspoken but nonetheless expressed thoughts and opinions about having a playful snowball fight. How is this particular context expressed by children?MethodChildren in the age of 11-12, in grade five in an ordinary school class in Northern Sweden were taking part in a playful snowball fight. The children had in advance been given the task of making a drawing that depicted a snowball fight. The "fight" was video recorded and the film was afterwards shown for the children. While watching the film, they could simultaneously comment on what they saw on the film.ResultsIn the analysis, three different themes of the context emerged. The first theme could be described as an arena where interactions take place. The second theme as an arena for play and construction, and the third theme as an arena filled with emotions. Short video clips and drawings that illustrate these themes will be shown during the presentation.ConclusionsThe outcome of the study will be discussed in relation to what meaning the context will have for learning and to the importance of really listening to the children, both the pronounced as well as the unspoken sentences. It is a truism that all understanding is contextual. For learning to happen, teaching should proceed from the learner's full world of experience. Therefore the importance to start in the life-world of the children will be emphasized.

Place, publisher, year, edition, pages
2012.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-31434Local ID: 59afe4de-78c6-45d5-bbcd-047702490587OAI: oai:DiVA.org:ltu-31434DiVA, id: diva2:1004668
Conference
Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) : 02/12/2012 - 06/12/2012
Note
Godkänd; 2012; 20120823 (perhog)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-01-24Bibliographically approved

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Jonsson, GunnarHögström, Per

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf