Search results for author:"Wolff Michael Roth"
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Experimenting with Temperature Probes
Wolff-Michael Roth
Science and Children Vol. 27, No. 3 (1989) pp. 52–54
Presented are four activities which are designed to familiarize children with the multiple uses of computers and help them learn about heat and temperature using temperature probes. Included are the tempering effect of water, heat capacity, caloric...
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The nature of scientific conceptions: A discursive psychological perspective
Wolff-Michael Roth
Educational Research Review Vol. 3, No. 1 pp. 30–50
Over the past three decades, the literature in science education has accumulated a tremendous amount of research on students’ conceptions—one bibliography currently lists 7000 entries concerning students’ and teachers’ conceptions and science...
Language: English
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Ecological Mindfulness, Spirituality, and Life-Long (Hybrid, Dialogical) Learning: A Tribute to Michiel Van Eijck
Wolff-Michael Roth
Cultural Studies of Science Education Vol. 10, No. 1 (March 2015) pp. 21–40
In this tribute, I articulate the contributions Michiel van Eijck made to science education, as experienced through our relation, which ranged from supervisor and colleague to friend. His ecological thinking about human knowing, which was reflected...
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Open-Ended Inquiry. How to Beat the Cookbook Blahs
Wolff-Michael Roth
Science Teacher Vol. 58, No. 4 (1991) pp. 40–47
Several types of physics activities that use real-world problems to motivate learners, use computers to assist in developing conceptual understandings, connect problem situations to mathematical models, and use the models to analyze other real-world ...
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On the Hunt for Elusive "Meanings"
Wolff-Michael Roth
Cultural Studies of Science Education Vol. 7, No. 3 (September 2012) pp. 607–626
The feature article discussed in this forum presents an interesting description of how students work in the context of a virtual world, where they design phenomena that they subsequently investigate by analyzing graphical representations. The study...
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Affordances and Constraints of Computers in Science Education
Wolff-Michael Roth
Journal of Research in Science Teaching Vol. 33, No. 9 (1996) pp. 995–1017
Investigates how computers and modeling software contributed to students' interactions and learning in a physics course. Results indicate that while computer environments have some potential as learning tools, they also limit interactions in...
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The ethico-moral nature of identity: Prolegomena to the development of third-generation Cultural-Historical Activity Theory
Wolff-Michael Roth
International Journal of Educational Research Vol. 46, No. 1 (2007) pp. 83–93
Cultural-Historical Activity Theory (CHAT), which had been termed the best-held secret of education about 15 years ago, has had an exponential growth over the past three decades. Because it thematizes largely the structural aspects of activity...
Language: English
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Affordances of Computers in Teacher-Student Interactions: The Case of Interactive Physics
Wolff-Michael Roth
Journal of Research in Science Teaching Vol. 32, No. 4 (1995) pp. 329–47
Discusses a study designed to understand 11th-grade students' learning during conversations with their teacher over and about a computer-based Newtonian microworld, Interactive Physics. Illustrates that students' learning was not local but...
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Situating Cognition
Wolff-Michael Roth
Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 27–61
Describes an epistemological framework and an associated research method. The framework focuses on the structural relations of individual and setting as experienced by the individual. The analysis consists in zooming to identify patterns that...
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Thinking with Hands, Eyes, and Signs: MultiModal Science Talk in a Grade 6/7 Unit on Simple Machines
Wolff-Michael Roth
Interactive Learning Environments Vol. 4, No. 2 (1994) pp. 170–87
Describes a study focusing on the role of chalkboards in classroom science talk. Discusses similarities of the overall structure of the whole-class conversation with scientific laboratory talk. Suggests implications for design of technologies that...
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Schooling Is the Problem: A Plaidoyer for Its Deinstitutionalization
Wolff-Michael Roth
Canadian Journal of Science, Mathematics and Technology Education Vol. 15, No. 3 (2015) pp. 315–331
Education appears to be in a perpetual crisis. In this article, I suggest that one of the key contributing factors in educational crisis is the institution of schooling, which re/produces the failures to learn and, thereby, contributes to the re...
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The interaction of learning environments and student discourse about knowing, learning, and the nature of science: Two longitudinal case studies
Wolff-Michael Roth
International Journal of Educational Research Vol. 27, No. 4 pp. 311–320
This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in...
Language: English
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The Co-evolution of Situated Language and Physics Knowing
Wolff-Michael Roth
Journal of Science Education and Technology Vol. 5, No. 3 (1996) pp. 171–91
Explores evolutionary changes in students' (n=46) motion-related language mediated by computer-based Newtonian microworlds. Documents how ways of talking emerge and how the convergence of meaning arises from the affordances provided by the...
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Learning in the Discovery Sciences: The History of a "Radical" Conceptual Change, or the Scientific Revolution That Was Not
Wolff-Michael Roth
Journal of the Learning Sciences Vol. 23, No. 2 (2014) pp. 177–215
In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based...
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Bridging the Gap between School and Real Life: Toward an Integration of Science, Mathematics and Technology in the Context of Authentic Practice
Wolff-Michael Roth
School Science and Mathematics Vol. 92, No. 6 (1992) pp. 307–17
Provides a rationale for a learning environment in science classrooms that integrates science, mathematics, and technology while solving authentic problems. Describes activities that can be used in such an environment and presents data regarding...
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Modeling design as situated and distributed process
Wolff-Michael Roth
Learning and Instruction Vol. 11, No. 3 pp. 211–239
In recent years, design learning environments have received considerable attention as contexts for learning diverse subjects such as mathematics, science, or engineering. In this paper, I show how designing can be modeled as a distributed process....
Language: English
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Teaching as mediation: The cogenerative dialogue and ethical understandings
Ian Stith; Wolff-Michael Roth
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 2 (February 2010) pp. 363–370
The mediation by teachers of the many activity systems that constitute any given class has traditionally been an ignored aspect of teaching. In this paper we argue that the teacher's responsibility for this mediation exists and must therefore be...
Language: English
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Complexities of graphical representations during ecology lectures: an analysis rooted in semiotics and hermeneutic phenomenology
Wolff-Michael Roth; G.Michael Bowen
Learning and Instruction Vol. 9, No. 3 (1999) pp. 235–255
Graphing-related activities are notoriously difficult for students of science. In this article, we examine cognitive complexities when graphs are used in lectures. All 39 lectures of a second-year university course in ecology were recorded and...
Language: English
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Learning to teach science as practice
Wolff-Michael Roth; Kenneth Tobin
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 6 pp. 741–762
In this article, we propose coteaching as a viable model for teacher preparation. Coteaching, working at the elbows of someone else, allows beginning teachers to experience appropriate action at the right time. Coteaching provides beginning teachers ...
Language: English
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Becoming-in-the-classroom: a case study of teacher development through coteaching
Wolff-Michael Roth; Domenico Masciotra; Nadely Boyd
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 15, No. 7 pp. 771–784
Although Schön's reflection-in-action and reflection-on-action have been important advances in understanding teaching, they do not capture important, tacit dimensions of the experience of teaching and being-in-the-classroom. These tacit dimensions...
Language: English
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Theorizing scientific literacy in the wild
Michiel van Eijck; Wolff-Michael Roth
Educational Research Review Vol. 5, No. 2 (2010) pp. 184–194
The purpose of this review paper is to contribute to the effort of rethinking scientific literacy in a form that is appropriate for describing and theorizing its occurrence “in the wild,” that is, in the everyday world that we share with others (as...
Language: English
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Contradictions in theorizing and implementing communities in education
Wolff-Michael Roth; Yew-Jin Lee
Educational Research Review Vol. 1, No. 1 pp. 27–40
Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as “communities ...
Language: English
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Rethinking the Role of Information Technology-Based Research Tools in Students' Development of Scientific Literacy
Michiel van Eijck; Wolff-Michael Roth
Journal of Science Education and Technology Vol. 16, No. 3 (June 2007) pp. 225–238
Given the central place IT-based research tools take in scientific research, the marginal role such tools currently play in science curricula is dissatisfying from the perspective of making students scientifically literate. To appropriately frame...
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The Emergence of 3D Geometry from Children's (Teacher-Guided) Classification Tasks
Wolff-Michael Roth; Jennifer S. Thom
Journal of the Learning Sciences Vol. 18, No. 1 (January 2009) pp. 45–99
Geometry, classification, and the classification of geometrical objects are integral aspects of recent curriculum documents in mathematics education. Such curriculum documents, however, leave open how the "work" of classifying objects according to...
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Computers and Cognitive Development at Work
Wolff-Michael Roth; Yew-Jin Lee
Educational Media International Vol. 43, No. 4 (December 2006) pp. 331–346
Data-logging exercises in science classrooms assume that with the proper scaffolding and provision of contexts by instructors, pupils are able to meaningfully comprehend the experimental variables under investigation. From a case study of knowing...
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Factors in the Development of Proportional Reasoning Strategies by Concrete Operational College Students
Wolff-Michael Roth; Marlene M. Milkent
Journal of Research in Science Teaching Vol. 28, No. 6 (1991) pp. 553–66
Examines the relationships between the development of proportional reasoning strategies and three cognitive variables from Pascual-Leone's and Case's neo-Piagetian theories: (1) degree of field independence; (2) M-space; and (3) short-term storage...
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Inscriptions: Toward a Theory of Representing as Social Practice
Wolff-Michael Roth; Michelle K. McGinn
Review of Educational Research Vol. 68, No. 1 (1998) pp. 35–59
Argues for a new theoretical perspective on representations that is centered around the notion of inscriptions, graphical representations recorded in and available through some medium. The social practices of inscription users are receiving research ...
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Computer Modeling and Biological Learning
Wolff-Michael Roth; Daniel V. Lawless
Educational Technology & Society Vol. 4, No. 1 (2001) pp. 13–25
Describes a study that investigated the function of gestures when high school students interacted with a computer-based modeling program. Suggests that because the learning process involves the learner's body, learning environments that do not...
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Optimizing a Workplace Learning Pattern: A Case Study from Aviation
Timothy John Mavin; Wolff-Michael Roth
Journal of Workplace Learning Vol. 27, No. 2 (2015) pp. 112–127
Purpose: This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach: Over a period of three years, qualitative ...
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Enhancing Student Achievement through Computer-Generated Homework
Marlene M. Milkent; Wolff-Michael Roth
Journal of Research in Science Teaching Vol. 26, No. 7 (1989) pp. 567–73
Investigated were the effects of interactive computer-generated homework on unit tests, a final examination, and a comprehensive test given near the end of a Physical Science I course. The results indicated that the use of the homework reduced the...
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Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education
Gholam Reza Emad; Wolff-Michael Roth
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 6 (2016) pp. 583–600
Situated learning theories such as communities of practice provide a rich conceptual framework for analyzing the processes by which newcomers become full participants in the communities they enter. However, some research shows that these concepts...
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A Transactional Approach to Transfer Episodes
Alfredo Jornet; Wolff-Michael Roth; Ingeborg Krange
Journal of the Learning Sciences Vol. 25, No. 2 (2016) pp. 285–330
In this article we present an analytical framework for approaching transfer episodes--episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey's writings about...
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Fostering conceptual change by analogies—between Scylla and Charybdis
Reinders Duit; Wolff-Michael Roth; Michael Komorek; Jens Wilbers
Learning and Instruction Vol. 11, No. 4 (2001) pp. 283–303
A growing body of research shows that analogies may be powerful tools for guiding students from their pre-instructional conceptions towards science concepts. But it has also become apparent that analogies may deeply mislead students' learning...
Language: English
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Multiple learning environments in the physics classroom
Campbell J. Mcrobbie; Wolff-Michael Roth; Keith B. Lucas
International Journal of Educational Research Vol. 27, No. 4 pp. 333–342
This study was designed to investigate how perceptions of the learning environment in a Year 12 physics class mediated students' learning about rotational motion. Data sources included observation and video recordings of each lesson for five weeks,...
Language: English
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Differential Participation during Science Conversations: The Interaction of Focal Artifacts, Social Configurations, and Physical Arrangements
Wolff-Michael Roth; Michelle K. McGinn; Carolyn Woszczyna; Sylvie Boutonne
Journal of the Learning Sciences Vol. 8, No. 3 (1999) pp. 293–347
Investigates how the content and form of classroom discourse is influenced by different combinations of artifacts (e.g., overhead transparencies, physical models), social configurations, and physical arrangements. (Author/CCM)
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The local production of order in traditional science laboratories: A phenomenological analysis
Wolff-Michael Roth; Campbell J. McRobbie; Keith B. Lucas; Sylvie Boutonné
Learning and Instruction Vol. 7, No. 2 pp. 107–136
There is a lack of studies that sharply focus on what students are actually doing in science laboratories. This study was designed to provide a fine-grained description of students' discursive and material actions in a traditional senior physics...
Language: English