What It Means to Be a Learner and What It Means to Learn and Know in Movement Skill Learning

Autor/in	Nyberg, Gunn
Titel	What It Means to Be a Learner and What It Means to Learn and Know in Movement Skill Learning
Quelle	In: Quest, 75 (2023) 2, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2022.2108855
Schlagwörter	Movement Education; Phenomenology; Learning Processes; Epistemology; Psychomotor Skills; Skill Development; Dance + Suchen Sie Ihr Suchwort? Bewegungsbildung; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Erkenntnistheorie; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Tanz
Abstract	The aim of this paper is to suggest perspectives on movement capability and movement skill learning that take into account the intrinsic, meaningful value of moving in terms of the experience of the mover as a learner and a knower. Two perspectives on movement capability and movement skill learning will be presented and discussed here: phenomenology and phenomenography, with a focus on phenomenography. Since some similarities between these two perspectives has raised questions and caused some confusion, this paper attempts to clarify, mainly through empirical examples, some significant similarities and differences. An overall difference is that phenomenology is concerned with the question "what does it mean to be a learner"?, while a central question for phenomenographic oriented research is instead: "what does it mean for learners to learn and know what is expected to be known?" Both approaches share an interest in acknowledging the perspective of the learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01