Eirik Aarskog

• Aarskog, Eirik; Barker, Dean & Borgen, Jorunn Spord (2021). ‘When it’s something that you want to do.’ Exploring curriculum negotiation in Norwegian PE. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2021.1934660. Fulltekst i vitenarkiv Vis sammendrag

  Background: Student participation in curriculum negotiation has been widely regarded as beneficial for student engagement, motivation, and learning. Within the physical education (PE) context however, several scholars claim that these benefits are seldom realized. Interestingly, most investigations into curriculum negotiation in PE focus on teacher actions and behavior. Investigations of students’ actions in curriculum negotiation are rare. Further, while much of the literature claims curriculum negotiation is potentially beneficial for student learning, few of the conceptual and analytical frameworks utilized within previous PE literature are based on explicit learning theories. Purpose: The purpose of this paper is to explore student participation in curriculum negotiation in Norwegian PE through the lens of an explicit learning theoretical perspective. Method: A 10th grade class with 23 students (age 15–16) and an 8th grade class with 30 students (age 13–14) from 2 different schools, and their respective teachers were recruited for the project. Within these classes, participatory observation, video observations, and stimulated recall interviews were conducted to produce empirical material related to curriculum negotiation. The material then underwent qualitative thematic analysis where select parts of John Dewey’s educational philosophy were used as the analytical framework. Results and discussion: With a basis in the analytical framework developed from Deweyan educational philosophy, the results show that students within the two contexts participate in both explicit and implicit forms of curriculum negotiation. Explicit curriculum negotiations to a large degree appear to be governed by the teachers and are deemed by teachers to be part of strategies for upholding Norwegian legislations and recommendations for including students in curricular decision-making. While not as easily noticeable, implicit forms of negotiations were more prominent within the explored contexts. The analysis also suggests that from a Deweyan perspective, possibilities to increase learning through curriculum negotiations occur when teachers notice, help, and guide students in their own reflective processes surrounding how to act in PE. Such pedagogical action makes implicit negotiations occurring more explicit, and explicit negotiations more intelligent.

• Aarskog, Eirik (2020). ‘No assessment, no learning’ exploring student participation in assessment in Norwegian physical education (PE). Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1791064. Fulltekst i vitenarkiv Vis sammendrag

  In contemporary educational literature assessment is viewed as a key element of pedagogy, and student self- and peer-assessment is viewed as a vital component of the assessment processes occurring within pedagogical practice. This notion is also present within physical education (PE) literature. Within this body of work however, there has been little attention on how students participate in their own assessment. The focus has rather been towards the teacher’s assessment practices. The aim of this paper is therefore to explore how students themselves participate in the assessment processes that occur in PE. By drawing on assessment theory presented by Black and Wiliam (2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5) and the educational perspective of American pragmatist John Dewey, the paper presents a theoretical reconceptualization of assessment that can occur within learning situations. By utilizing this conceptualization to analyse empirical material gathered within the Norwegian PE context, the paper presents findings under three main headings. These are participating in establishing; (1) where the students are in their learning, (2) where the students are going in their learning and (3) how to get where they are going. The paper concludes with a discussion of the results and general implications of the findings for both practitioners and researchers interested in the phenomenon of assessment in PE.

• Aarskog, Eirik; Barker, Dean & Borgen, Jorunn Spord (2018). What were you thinking? A methodological approach for exploring decision-making and learning in physical education. Sport, Education and Society. ISSN 1357-3322. 24(8), s. 828–840. doi: 10.1080/13573322.2018.1491836. Fulltekst i vitenarkiv Vis sammendrag

  The broad purpose of this paper is to consider the relationship between decision-making and learning. Specifically, our aim is to propose a methodology that provides a theoretical framing along with procedures for investigating this relationship in Physical Education (PE). By utilizing selected parts of John Dewey’s educational theories, the paper presents a theoretical exposition of decision-making as an individual process containing both ‘practical’ and ‘cognitive’ aspects. By combining this theoretical conceptualization with a description of concrete research methods, the paper proposes a methodological approach enabling researchers to get empirically closer to the phenomenon of individual decision-making within PE learning. We argue that by doing so, researchers in the field of PE can study certain aspects of learning not explicitly emphasized within existing methodological approaches.

Se alle arbeider i Cristin