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Showing 1 to 15 of 268 results Save | Export
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Rees, Carol A. B.; Roth, Wolff-Michael – International Journal of Science Education, 2019
Teacher-student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse…
Descriptors: Student Centered Learning, Science Instruction, Team Teaching, Classroom Communication
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Campbell, Chris; Roth, Wolff-Michael; Jornet, Alfredo – European Journal of Engineering Education, 2019
Collaborative design is recognised as being shaped by complex social, cognitive, material, and technical processes. In the case of design decision-making, however, the social dimension has yet to be fully understood as the product of the whole team dynamic rather than as simply the sum of the individual (cognitive) contributions. This paper…
Descriptors: Design, Decision Making, Undergraduate Students, Engineering Education
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Karpudewan, Mageswary; Roth, Wolff-Michael – International Journal of Science and Mathematics Education, 2018
Recent studies emphasize the importance of learning science while considering multiple perspectives on environment, society, economy, and technology, which allows learners to relate what they do in the classroom to the world beyond. In this study, 68 12-year-old primary students from 1 Malaysian school were followed while they engaged in a science…
Descriptors: Science Education, Interdisciplinary Approach, Elementary School Students, Science Curriculum
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Roth, Wolff-Michael – Educational Philosophy and Theory, 2018
Despite its advanced age of about 375 years, the mind--body (psychophysical) problem is alive and well, in part because it is anchored so well institutionally in schools and in research (scientific vs. interpretive psychology). This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza's…
Descriptors: Educational Philosophy, Experiential Learning, Teaching Methods, Hands on Science
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Roth, Wolff-Michael – Journal of Curriculum Studies, 2018
The crisis of education frequently is framed in terms of methods, where quantitative research is accused of making the subject invisible through quantification, whereas qualitative research is credited for the emphasis on subjectivity and the discursive construction of reality. Such formulations fail to take into account a long-standing critique…
Descriptors: Educational Research, Research Methodology, Sampling, Educational Theories
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Roth, Wolff-Michael – ZDM: The International Journal on Mathematics Education, 2018
Scholars interested in the function of language in mathematical learning often draw on Vygotsky, whose early work on word meaning has shaped many research studies. However, near the end of a rather short life, Vygotsky heavily critiqued his own previous work and began to sketch a radical theory revision, which overturns much of what he had done…
Descriptors: Language Role, Mathematics Education, Educational Theories, Graphs
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Kim, Mijung; Roth, Wolff-Michael – Cultural Studies of Science Education, 2018
To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common…
Descriptors: Persuasive Discourse, Elementary School Students, Interpersonal Relationship, Grade 2
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Roth, Wolff-Michael – Educational Studies in Mathematics, 2017
Constructivist learning theories have become the dominant ideology in educational circles, in part, because there is a primacy on the agential individual with its definite identity. However, precisely because "to construct" is a "transitive" verb, it occludes the fact that in learning and development, we come to know something…
Descriptors: Constructivism (Learning), Learning Theories, Teaching Methods, Mathematics
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Rees, Carol; Roth, Wolff-Michael – Dialogic Pedagogy, 2017
Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for…
Descriptors: Foreign Countries, Science Instruction, Inquiry, Grade 7
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Radford, Luis; Roth, Wolff-Michael – Educational Studies in Mathematics, 2017
In a recent article published in this journal, Williams ("Educational Studies in Mathematics, 92," 59-72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the "funds of knowledge" and on "cultural-historical activity theoretic" perspectives. The critique has great value in that it…
Descriptors: Mathematics, Mathematics Education, Alienation, Cultural Context
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Roth, Wolff-Michael – Theory Into Practice, 2017
Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects--including those marked learning disabled--because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on…
Descriptors: STEM Education, Engineering Education, Engineering, Theory Practice Relationship
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2016
In its focus on social practices, the feature article presents an interesting theoretical framework for rethinking not only where and how knowing and learning in science education exhibit themselves but also we might change our own research practice. The framework is not new to me, as I have advocated it explicitly for more than 15 years. But over…
Descriptors: Praxis, Social Theories, Science Education, Science and Society
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Roth, Wolff-Michael – For the Learning of Mathematics, 2016
It has become a truism to state that mathematical knowledge or "meaning" and the norms and practices of (school) mathematical communities are negotiated and socially constructed before individuals construct (internalize) them for themselves. In this study I suggest that the social in existing conceptualizations is based on a trivial…
Descriptors: Elementary School Mathematics, Grade 2, Mathematics Curriculum, Social Environment
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Kim, Mijung; Roth, Wolff-Michael – Interchange: A Quarterly Review of Education, 2016
With increasing technological changes and needs in society, technology and engineering education has received much attention in school science. Yet, technology traditionally has been subordinated to science or simply taken as the application of science. This position has resulted in a limited understanding of teaching technological and engineering…
Descriptors: Educational Technology, Technology Uses in Education, Science Instruction, Knowledge Level
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Roth, Wolff-Michael – Educational Studies in Mathematics, 2016
Recent theoretical advances on learning (mathematics) emphasize the fact that what results from engagement with curriculum materials is not entirely in the control of the students in the way classical theories of knowing and learning suggest. These new theories distinguish themselves by either invoking distributed agency, some of which is…
Descriptors: Mathematics Education, Theories, Mathematics Curriculum, Females
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