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Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning.

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Title: Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning.
Authors: Slater, Tammy1 tslater@iastate.edu, Butler, Joy I.2 joy.butler@ubc.ca
Source: Linguistics & Education. Jun2015, Vol. 30, p12-25. 14p.
Subject Terms: *Science education, *Physical education teacher education, *Educational tests & measurements, *Educators, *Science teachers, Linguistic analysis
Abstract: Discourse analyses of science teaching have revealed patterns of knowledge structures (KS) reflecting Halliday's observation that science teaching involves constructing technical taxonomies and relating them in logical sequences. In science education, this pattern has included problem solving as a way for teachers to assess learning. Science has always been considered an academic subject, but how does it compare to physical education (PE)? Given that language is the primary means through which we learn and assess learning, we present a discourse analysis of a sixth-grade PE class taught using a Teaching Games for Understanding (TGfU) approach and compare the discourse to analyses of science teaching. Findings suggest that in the discourse of both PE and science classes, the six KS identified by Mohan as comprising a framework for activities (KF) appear in similar patterns. This focus on similarities rather than differences across diverse disciplinary fields has major implications for educators. [ABSTRACT FROM AUTHOR]
Copyright of Linguistics & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning.
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  Data: <searchLink fieldCode="AR" term="%22Slater%2C+Tammy%22">Slater, Tammy</searchLink><relatesTo>1</relatesTo><i> tslater@iastate.edu</i><br /><searchLink fieldCode="AR" term="%22Butler%2C+Joy+I%2E%22">Butler, Joy I.</searchLink><relatesTo>2</relatesTo><i> joy.butler@ubc.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22Linguistics+%26+Education%22">Linguistics & Education</searchLink>. Jun2015, Vol. 30, p12-25. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+education+teacher+education%22">Physical education teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+analysis%22">Linguistic analysis</searchLink>
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  Data: Discourse analyses of science teaching have revealed patterns of knowledge structures (KS) reflecting Halliday's observation that science teaching involves constructing technical taxonomies and relating them in logical sequences. In science education, this pattern has included problem solving as a way for teachers to assess learning. Science has always been considered an academic subject, but how does it compare to physical education (PE)? Given that language is the primary means through which we learn and assess learning, we present a discourse analysis of a sixth-grade PE class taught using a Teaching Games for Understanding (TGfU) approach and compare the discourse to analyses of science teaching. Findings suggest that in the discourse of both PE and science classes, the six KS identified by Mohan as comprising a framework for activities (KF) appear in similar patterns. This focus on similarities rather than differences across diverse disciplinary fields has major implications for educators. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Linguistics & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1016/j.linged.2015.03.006
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Science education
        Type: general
      – SubjectFull: Physical education teacher education
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Science teachers
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      – SubjectFull: Linguistic analysis
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              Text: Jun2015
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