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Showing 31 to 45 of 268 results Save | Export
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Ercikan, Kadriye; Chen, Michelle Y.; Lyons-Thomas, Juliette; Goodrich, Shawna; Sandilands, Debra; Roth, Wolff-Michael; Simon, Marielle – International Journal of Testing, 2015
The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…
Descriptors: Scores, Mathematics Tests, Science Tests, Native Speakers
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Karpudewan, Mageswary; Roth, Wolff-Michael; Chandrakesan, Kasturi – Environmental Education Research, 2015
Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…
Descriptors: Secondary School Students, Misconceptions, Climate, Environmental Education
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Karpudewan, Mageswary; Roth, Wolff-Michael; Ismail, Zurida – Asia-Pacific Education Researcher, 2015
As an initial effort to reorient the current Malaysian chemistry curriculum, "green chemistry" was developed. In this study for the purpose of investigating the effectiveness of the green chemistry curriculum on secondary school students' understanding of chemistry concepts a quasi-experimental design was used. One-group pretest posttest…
Descriptors: Secondary School Students, Chemistry, Curriculum Development, Curriculum Evaluation
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Roth, Wolff-Michael – Learning: Research and Practice, 2015
The dominant learning paradigms conceive of learning as the construction of something, which, depending on the particular bent of the researcher, may be "meaning", "knowledge", "conceptions", or "conceptual frameworks". However, some recent studies conducted from very different theoretical perspectives…
Descriptors: Learning Theories, Learning Processes, Concept Formation, Epistemology
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Roth, Wolff-Michael – Journal of Pedagogy, 2014
Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a…
Descriptors: Elementary School Mathematics, Grade 2, Numeracy, Emergent Literacy
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Roth, Wolff-Michael; Maheux, Jean-François – Mathematics Education Research Journal, 2014
The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of "emergence." After providing an exemplifying description and…
Descriptors: Mathematics Education, Elementary School Mathematics, Geometry, Mathematics Skills
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Roth, Wolff-Michael – Journal of Research in Science Teaching, 2014
Over the past two decades, science educators increasingly have become interested in the role of language in the learning of science and have drawn on the work of Bakhtin, among others, for understanding the dialogical nature of knowledge in a sociocultural framework. However, the nature of language and its relation to thinking have not…
Descriptors: Physics, Science Instruction, Secondary School Science, Language Role
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Hsu, Pei-Ling; Roth, Wolff-Michael – Cultural Studies of Science Education, 2014
Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The…
Descriptors: Persuasive Discourse, Discourse Analysis, Science Instruction, Teaching Methods
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Ercikan, Kadriye; Roth, Wolff-Michael – Teachers College Record, 2014
Context: Generalization is a critical concept in all research designed to generate knowledge that applies to all elements of a unit (population) while studying only a subset of these elements (sample). Commonly applied criteria for generalizing focus on experimental design or representativeness of samples of the population of units. The criteria…
Descriptors: Educational Research, Generalization, Statistical Analysis, Qualitative Research
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Roth, Wolff-Michael; Friesen, Norm – Journal of Curriculum Studies, 2014
In recent years, school science has been the target of increasing critique for two reasons. On the one hand, it is said to enforce "epic" images of science that celebrate the heroes and heroic deeds that established the scientific canon and its methods and thereby falsifies the history and nature of science. On the other hand, the…
Descriptors: Anatomy, Science Instruction, Educational History, Biology
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Roth, Wolff-Michael – International Journal of Science Education, 2014
Since the 1950s, originating with and driven by the Sputnik shock, there have been tremendous efforts to improve science education. Over the past two decades, the initial focus on science content has been abandoned, at least among many science education researchers, in favor of socio-scientific issues. Yet even this social turn does not appear to…
Descriptors: Science Education, Health Education, Health, Phenomenology
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Kim, Mijung; Roth, Wolff-Michael – Pedagogies: An International Journal, 2014
Argumentation as a form of introducing children to science has received increasing attention over the past decade. Argumentation tends to be studied and theorized through the lens of individual speakers, who contribute to a conversation by means of opposing statements. M.M. Bakhtin and L.S. Vygotsky independently proposed a very different approach…
Descriptors: Persuasive Discourse, Case Studies, Elementary School Science, Elementary School Students
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Friesen, Norm; Roth, Wolff-Michael – Educational Philosophy and Theory, 2014
Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how…
Descriptors: Epistemology, Anatomy, Lecture Method, Teaching Methods
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Roth, Wolff-Michael; Hsu, Pei-Ling – Cultural Studies of Science Education, 2014
In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific…
Descriptors: Spatial Ability, Ethnography, High School Students, Secondary School Science
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Ercikan, Kadriye; Roth, Wolff-Michael; Simon, Marielle; Sandilands, Debra; Lyons-Thomas, Juliette – Applied Measurement in Education, 2014
Diversity and heterogeneity among language groups have been well documented. Yet most fairness research that focuses on measurement comparability considers linguistic minority students such as English language learners (ELLs) or Francophone students living in minority contexts in Canada as a single group. Our focus in this research is to examine…
Descriptors: Test Bias, Language Minorities, French Canadians, Measurement
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