Lessons Learned … About Curriculum: Five Years on and Half a World Away

2005 ◽  
Vol 24 (2) ◽  
pp. 111-126 ◽  
Author(s):  
Doune Macdonald ◽  
Lisa Hunter
Keyword(s):  
Physical Education ◽  
Lessons Learned ◽  
National Standards ◽  
Primary Field ◽  
Health And Physical Education ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
The Relationship ◽  
Selection Of

The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein’s (2000) theories of the social construction of knowledge offer a way to better understand the relationship between the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) upon which curriculum writers in the recontextualizing field may draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USA’s National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field.

Curriculum Construction: A Critical Analysis of Rich Tasks in the Recontextualisation Field

2007 ◽  
Vol 51 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Doune Macdonald ◽  
Lisa Hunter ◽  
Richard Tinning
Keyword(s):  
Primary Field ◽  
Health And Physical Education ◽  
Construction Of Knowledge ◽  
Assessment Tasks ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
The Rich ◽  
Curriculum Construction ◽  
Do So ◽  
Rich Tasks

Within Education Queensland's recent ‘new basics' curriculum initiative, Education Queensland developed 20 transdisciplinary learning and assessment tasks for Years 1 to 9, called ‘rich tasks’. This paper critiques two of the rich tasks that were most closely aligned to knowledge and skills within the health and physical education learning area. To do so we draw on Bernstein's (1996) theory of the social construction of knowledge. Through this framework we analyse how two rich tasks recontextualise the discourses from the primary field in the production of the highly-valued healthy citizen. We argue that these particular rich tasks do not fully realise the tenets of the new basics agenda and, more broadly, of contemporary physical activity and health discourses. We conclude that, for curriculum artefacts to be meaningful, curriculum makers must be informed by closer attention to the primary field of knowledge.

scholarly journals Legitimizing indigenous knowledge in Zimbabwe: A theoretical analysis of postcolonial school knowledge and its colonial legacy

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Edward Shizha
Keyword(s):  
Indigenous Knowledge ◽  
Educational Institutions ◽  
School Knowledge ◽  
Colonial Legacy ◽  
Construction Of Knowledge ◽  
Informal Knowledge ◽  
Self Confidence ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Postcolonial States

This article is a theoretical discussion on the social construction of knowledge in colonial and postcolonial Zimbabwe. It examines effects of hegemonic knowledge constructions and how they may be de-legitimated through incorporating indigenous knowledge in postcolonial school curricular. The article questions the importance attached to Euro-centric school knowledge and the devaluation of indigenous knowledge in postcolonial states. It further argues that indigenous knowledge as informal knowledge plays a major role in society and should be formalized in educational institutions to constitute a transformative and inclusive educational system. The article proposes hybridization of knowledge to give voice to the formerly marginalized in school curricular in Zimbabwe. It also proposes that knowledge as a historical, cultural, social, spiritual and ideological creation should be a product of collaborated efforts from all possible stakeholders to foster social development and self-confidence in individuals.

scholarly journals The Influence of Internet and Social Media on Purchasing Decisions in Kuwait

2018 ◽  
Vol 10 (2) ◽  
pp. 792
Author(s):  
Khalid Abdulkareem Al-Enezi ◽  
Imad Fakhri Taha Al Shaikhli ◽  
Sufyan Salim Mahmood AlDabbagh
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Quantitative Methods ◽  
Purchasing Decisions ◽  
The Social ◽  
Digital Scanning ◽  
Networking Tool ◽  
The Relationship ◽  
Selection Of

<span>This research aims to measure the role of social networks in influencing purchasing decisions among consumers in Kuwait; the research used the quantitative methods, and analytical the technique to get the results, and the research developed a measure to study the relationship between the variables to the study and selection of a sample of consumers of (100). The results indicated that the social networking variables (exchange of information, evaluation of product) possess influence on purchasing decisions. Furthermore, the results indicate that majority of respondents do their digital scanning more often before intend to go to the store. The unexpected results came from the question “traditional advertising (TV, Newspaper, Magazine, Billboards) are more effective than the social networking; 23% agreed, 36% said no, and 41% said sometimes. In light of these findings, the study made a series of recommendations; the most important are; The executives and sales representatives need to understand the benefits offered by social networks, and understand the advantages and functions and tools of social communication, and knowing how to apply them effectively and efficiently, and then use the appropriate social networking tool.</span>

scholarly journals The citizenship and its relationship with the social responsibility among physical education teachers

2020 ◽  
Vol 24 (2) ◽  
pp. 59-63
Author(s):  
M. Kenioua
Keyword(s):  
Physical Education ◽  
Middle Schools ◽  
Social Responsibility ◽  
Comparative Study ◽  
Social Background ◽  
Physical Education Teachers ◽  
Positive Correlation ◽  
The Social ◽  
Secondary Stage ◽  
The Relationship

Purpose: The study aimed to know the level of citizenship and the level of social responsibility among the teachers of physical education and examine the relationship between the citizenship and the social responsibility. Material: The participants were 49 physical educations teachers’ (male) from middle schools. The citizenship and the social responsibility scales were used as search tools. Results: the level of citizenship and social responsibility is high among teachers of physical education, and there is a positive correlation between citizenship and social responsibility. Conclusion: To enrich the results of this study it is better to do other studies in the future, such as a comparative study on citizenship among teachers of physical education in the middle and secondary stage, a study on citizenship and its relationship to cultural and social background.

scholarly journals Innovación en la formación del profesorado de educación física (Innovation in teacher training on physical education)

Retos ◽  
2015 ◽  
pp. 251-257
Author(s):  
Francisco Carreiro da Costa ◽  
Miguel Angel González Valeiro ◽  
Martin Francisco González Villalobos
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Effective Teachers ◽  
Social Economic ◽  
New Teacher ◽  
Policy Framework ◽  
Pedagogical Strategies ◽  
Expert Opinions ◽  
The Social ◽  
The Relationship

El objetivo de este artículo es analizar la formación inicial del profesorado de Educación Física, incorporando elementos de reflexión y propuestas para considerar tanto en los planes de estudio como a nivel de las materias que componen el mismo. Todo esto, desde el convencimiento de que las cuestiones más importantes en nuestro campo se decidirán en un marco político que prioriza las cuestiones económicas y sociales ante la investigación y las opiniones de los expertos. Se desarrollará de acuerdo a la siguiente estructura:(1) Justificaremos que los procesos de innovación y cambio están influenciados principalmente por el contexto social, económico y político (más que por los resultados obtenidos desde la investigación); (2) analizaremos la evolución de la formación docente, prestando especial atención a la «nueva formación del profesorado» (docentes informados, críticos y capaces de promover el cambio); (3) defenderemos la necesidad de concebir y realizar una formación del profesorado capaz de prepararlos para ser eficaces; (4) nos referiremos a los desafíos para una formación de calidad del profesorado de Educación Física, centrándose en aspectos tales como: ¿Qué papel deben jugar las características de las/los estudiantes que quieren acceder a los programas de formación inicial del profesorado de educación física (FIPEF) y como transformar las creencias de los futuros docentes? ¿Qué tipos de programas contribuyen a la formación de un profesional más cualificado? ¿Cómo definir e impartir la materia dentro de los programas de FIPEF?, y ¿Cuáles son las características de los FIPEF de calidad? y, (5) concluiremos haciendo algunas recomendaciones para la formación inicial del profesorado de educación física.Palabras clave. formación inicial del profesorado, profesorado de educación física, educación física, innovación educativa.Abstract. The aim of this paper is to analyse the Physical Education in Teacher Education (PETE) in introducing elements of reflection and proposals considering both the curriculum and the contents used in this curriculum. We will do this based on the conviction that the most important issues in our field will be decided on a policy framework that prioritizes social and economic issues grounded on research and expert opinions. This article has the following structure: (1) we will introduce the topics of the article emphasising that the processes of innovation and changes are mainly influenced by the social, economic and political context (rather than the results obtained from research); (2) we will analyse the evolution of teacher education, giving special attention to the «new teacher education» (informed, critical and able to promote change); (3) we will defend the need to conceive and perform a PETE able to prepare teachers to become effective teachers; (4) we will refer to the challenges for PETE, trying to answer the following relevant questions: What role should PETE candidates’ attributes play in the PETE curriculum and what is the relationship between effective PETE and student achievement in physical education? What programmatic structures or curricular frameworks are most promising for preparing effective teachers? How should we define and deliver subject matter within PETE? What pedagogical strategies within PETE promote effective teaching? And, (5) we will conclude making some recommendations to PETE.

‘Civil skepticism’ and the social construction of knowledge: A case in dendroclimatology

2018 ◽  
Vol 48 (6) ◽  
pp. 821-845 ◽  
Author(s):  
Meritxell Ramírez-i-Ollé
Keyword(s):  
Climate Change ◽  
Social Construction ◽  
Science And Technology Studies ◽  
Sociological Theory ◽  
Global Climate ◽  
Natural World ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Blue Intensity

Early Science and Technology Studies (STS) scholars recognized that the social construction of knowledge depends on skepticism’s parasitic relationship to background expectations and trust. Subsequent generations have paid less empirical attention to skepticism in science and its relationship with trust. I seek to rehabilitate skepticism in STS – particularly, Merton’s view of skepticism as a scientific norm sustained by trust among status peers – with a study of what I call ‘civil skepticism’. The empirical grounding is a case in contemporary dendroclimatology and the development of a method (‘Blue Intensity’) for generating knowledge about climate change from trees. I present a sequence of four instances of civil skepticism involved in making Blue Intensity more resistant to critique, and hence credible (in laboratory experiments, workshops, conferences, and peer-review of articles). These skeptical interactions depended upon maintaining communal notions of civility among an increasingly extended network of mutually trusted peers through a variety of means: by making Blue Intensity complementary to existing methods used to study a diverse natural world (tree-ring patterns) and by contributing to a shared professional goal (the study of global climate change). I conclude with a sociological theory about the role of civil skepticism in constituting knowledge-claims of greater generality and relevance.

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