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Showing 166 to 180 of 267 results Save | Export
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Roth, Wolff-Michael – Canadian Journal of Science, Mathematics and Technology Education, 2002
Alternatives to traditional science education will remain as limited as their predecessors unless the very structures of schooling are called into question. Alternatives cannot be designed at the drawing board by theoreticians but must be grounded in praxis, thereby providing concrete trajectories along which science education can actually change.…
Descriptors: Educational Change, Elementary Secondary Education, Futures (of Society), Higher Education
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Roth, Wolff-Michael – Research in Science Education, 2002
Analyzes the 'publish or perish' enterprise focusing on the origins of editorial power and knowledge. Explores how tenure, promotion, and salary decisions are important elements that accrue power and knowledge for journal editors. (Contains 26 references.) (DDR)
Descriptors: Cultural Influences, Educational Change, Evaluative Thinking, Higher Education
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Tobin, Kenneth; Roth, Wolff-Michael – Research in Science Education, 2002
Consists of a metalogue between two authors in which critical issues associated with peer review are identified. Highlights theory and practices that are salient to the continued improvement of science education. (DDR)
Descriptors: Cultural Influences, Educational Change, Evaluative Thinking, Higher Education
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Tobin, Kenneth; Roth, Wolff-Michael – Journal of Personnel Evaluation in Education, 2002
Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)
Descriptors: Educational Change, Elementary Secondary Education, Evaluation Methods, Models
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Roth, Wolff-Michael; Tobin, Kenneth; Zimmermann, Andrea; Bryant, Natasia; Davis, Charles – Journal of Research in Science Teaching, 2002
Presents a model of collective teaching and learning as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. Articulates coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed as a method for…
Descriptors: Higher Education, Research Methodology, Science Instruction, Teacher Education
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Roth, Wolff-Michael; Bowen, G. Michael; Masciotra, Domenico – Science, Technology, and Human Values, 2002
Reports on a study designed to find out what scientists and science students actually do when they are reading familiar and unfamiliar graphs. Describes changes in ontologies of scientists and science students as they engage in the reading tasks assigned to them. Theorizes a transition of graphs from things to signs that come to stand for natural…
Descriptors: Cognitive Processes, Graphs, Higher Education, Science Education
Roth, Wolff-Michael; Tobin, Kenneth; Ritchie, Steve – 2001
This book seeks to improve the way science is taught in the elementary school. It suggests that there are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions…
Descriptors: Case Studies, Educational Change, Elementary Education, Elementary School Science
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Roth, Wolff-Michael – Journal of Research in Science Teaching, 2001
Reviews two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations; and (b) the action-oriented language that describes the two domains. Illustrates what and how students know and learn science during technological design activities. (Contains 66 references.) (Author/YDS)
Descriptors: Constructivism (Learning), Design, Educational Technology, Inquiry
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Roth, Wolff-Michael – Journal of the Learning Sciences, 2001
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 simultaneously occur at multiple levels. Uses data from a physics classroom where students learn to…
Descriptors: Cognitive Processes, Computer Uses in Education, Concept Formation, Elementary Secondary Education
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Roth, Wolff-Michael; Lawless, Daniel V. – Educational Technology & Society, 2001
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 support students' use of body and gesture can limit what and how they learn. (Author/LRW)
Descriptors: Body Language, Computer Assisted Instruction, Educational Environment, Learning Processes
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Roth, Wolff-Michael; Tobin, Kenneth – Journal of Personnel Evaluation in Education, 2001
Reconceptualizes teacher evaluation in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective motivation of preparing the next generation of citizens. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience collectively construct…
Descriptors: Constructivism (Learning), Elementary Secondary Education, Teacher Education, Teacher Evaluation
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Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea – Journal of Research in Science Teaching, 2001
Proposes coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Includes an ethnography describing the experiences of a new teacher assigned to an urban high school in which a curriculum culturally relevant to African American students was enacted. (Author/MM)
Descriptors: Black Students, Cultural Relevance, Ethnography, Science Education
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Roth, Wolff-Michael; Welzel, Manuela – Journal of Research in Science Teaching, 2001
Presents the results of a study analyzing students' gestures and scientific discourse by supporting three assertions about the relationship between laboratory experiences, gestures, and scientific discourse. Discusses the implications for laboratory experiments which students should attempt to explain while still in the lab rather than afterwards…
Descriptors: Body Language, Classroom Communication, Discourse Modes, Elementary Secondary Education
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Roth, Wolff-Michael; Lucas, Keith B.; McRobbie, Campbell J. – International Journal of Science Education, 2001
Reports part of larger study concerned with understanding learning as it emerges from enacted curriculum. Presents results of two studies on students' discourse about rotation phenomena with particular focus on the consistency of this talk across different phenomena. Concludes that only a minority of students provided adequate observational and…
Descriptors: Classroom Communication, Discourse Modes, Motion, Science Education
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Roth, Wolff-Michael – Learning and Instruction, 2001
Shows how designing can be modeled as a distributed process. Uses empirical examples to show three aspects of situated design in the roles of material aspects of the setting, the creation of virtual design concepts through materials and artifacts, and the way that fact construction in school science is tied to artifacts of students' design…
Descriptors: Design, Models, Science Education
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