ABSTRACT

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.

摘要

背景：学生参与课程谈判已被广泛认为对学生参与、动机和学习有益。然而，在体育教育 (PE) 的背景下，一些学者声称这些好处很少被实现。有趣的是，大多数对体育课程协商的调查都集中在教师的行为和行为上。对学生在课程谈判中的行为的调查很少见。此外，虽然许多文献声称课程协商可能对学生学习有益，但以前的体育文献中使用的概念和分析框架很少是基于显性学习理论的。

目的：本文的目的是通过显性学习理论视角探讨学生参与挪威体育课程协商的情况。

方法：10 年级班有 23 名学生（15-16 岁）和 8 年级班有 30 名学生（13-14 岁）来自 2 所不同的学校，他们各自的教师被招募为该项目。在这些课程中，进行了参与式观察、视频观察和激发回忆访谈，以产生与课程谈判相关的经验材料。然后对材料进行定性主题分析，其中选择约翰杜威教育哲学的部分作为分析框架。

结果与讨论：以杜威教育哲学的分析框架为基础，结果表明，两种情境下的学生都参与了显性和隐性形式的课程协商。在很大程度上，明确的课程谈判似乎由教师管理，并被教师视为维护挪威立法和让学生参与课程决策的建议的战略的一部分。虽然不那么容易引人注目，但隐含的谈判形式在所探索的背景下更为突出。分析还表明，从杜威的角度来看，当教师注意到、帮助和指导学生围绕如何在体育中采取行动的反思过程时，就有可能通过课程谈判来增加学习。