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Showing 106 to 120 of 268 results Save | Export
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Hsu, Pei-Ling; Roth, Wolff-Michael; Marshall, Anne; Guenette, Francis – Journal of Research in Science Teaching, 2009
One of the main objectives of many science educators is to enroll students into science majors and careers. Researchers have investigated students' views of science in terms of factors and influences that guide students to choose science as a career. However, few investigations exist that have studied the forms of language culture makes available…
Descriptors: Biology, Student Attitudes, Career Choice, Interviews
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Zeyer, Albert; Roth, Wolff-Michael – Cultural Studies of Science Education, 2009
Environment and environmental protection are on the forefront of political concerns globally. But how are the media and political discourses concerning these issues mirrored in the public more generally and in the discourses of school science students more specifically? In this study, we analyze the discourse mobilized in whole-class conversations…
Descriptors: Environmental Education, Junior High School Students, Foreign Countries, Ecological Factors
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Roth, Wolff-Michael; Lee, Yew-Jin; Hsu, Pei-Ling – Studies in Science Education, 2009
Cultural-historical activity theory, an outcrop of socio-psychological approaches toward human development, has enjoyed tremendous growth over the past two decades but has yet to be appropriated into science education to any large extent. In part, the difficulties Western scholars have had in adopting this framework arise from its ontology, which…
Descriptors: Foreign Countries, Science Education, Teaching Methods, Transformative Learning
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Roth, Wolff-Michael – Educational Research Review, 2008
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 education. Yet despite all of this research and all the advances in the associated conceptual change…
Descriptors: Constructivism (Learning), Misconceptions, Science Instruction, Science Education
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Hwang, SungWon; Roth, Wolff-Michael – Journal of Curriculum Studies, 2008
How do students become enculturated and come to enact culture in ways that are new to them? This study probes the dialectical processes of enculturation, the central aspect of which is the role of human bodies in communication. For students, as for any individual, culture exists in terms of action possibilities that presuppose their…
Descriptors: Acculturation, Communication (Thought Transfer)
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2008
The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural metissage and therefore hybridity and heterogeneity.…
Descriptors: Global Approach, Cultural Differences, Epistemology, Science Education
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2008
There are some fundamental--i.e., "essential"--differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis used and the data constructed are irreconcilably…
Descriptors: Concept Formation, Discourse Analysis, Learning Theories, Epistemology
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Roth, Wolff-Michael; Lee, Yew Jin; Hwang, SungWon – Cultural Studies of Science Education, 2008
Over the past three decades, science educators have accumulated a vast amount of information on conceptions--variously defined as beliefs, ontologies, cognitive structures, mental models, or frameworks--that generally (at least initially) have been derived from interviews about certain topics. During the same time period, cultural studies has…
Descriptors: Cognitive Structures, Concept Formation, Scientific Concepts, Cultural Influences
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van Eijck, Michiel; Roth, Wolff-Michael – Journal of Research in Science Teaching, 2008
This study investigated the representations of a select group of scientists (n = 10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the prevalence and structure of these representations…
Descriptors: Textbooks, Scientists, College Science, Secondary School Science
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Hwang, SungWon; Roth, Wolff-Michael – Cultural Studies of Science Education, 2008
In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange--as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart--from the perspective of the…
Descriptors: Global Approach, Physics, Foreign Countries, Phenomenology
Kim, Mijung; Roth, Wolff-Michael – Asia Pacific Education Review, 2008
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their…
Descriptors: Integrity, Scientific Literacy, Case Studies, Ethics
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Roth, Wolff-Michael; Tobin, Kenneth; Ritchie, Stephen M. – Science Education, 2008
Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the…
Descriptors: Ethnography, Time Factors (Learning), High Schools, Educational Environment
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Lee, Yew-Jin; Roth, Wolff-Michael – Mind, Culture, and Activity, 2008
The purpose of this article is to describe the history of a state-sponsored salmon enhancement project in British Columbia and to explicate the development of the former using cultural historical activity theory. We make thematic the notion of inner contradictions, which express themselves outwardly as a function of both quantitative and…
Descriptors: Learning Theories, Foreign Countries, History, Social Attitudes
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Bowen, G. Michael; Roth, Wolff-Michael – Research in Science Education, 2007
In the past several years a number of authors have suggested that science education could benefit from insights gained by research in the social studies of science that documents and theorises science as it is actually done. There currently exist two gaps in the literature. First, most research in science studies are concerned with the practices…
Descriptors: Teaching Methods, Scientific Research, Scientists, Ecology
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Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael – Science Education, 2007
When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher "performs" in the classroom. All of these…
Descriptors: Position Papers, Human Body, Nonverbal Communication, Lecture Method
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