Curriculum spaces for connecting to children’s multiple mathematical knowledge bases     

Tonia J. Land  Tonya G. Bartell  Corey Drake  Mary Q. Foote  Amy Roth McDuffie  Erin E. Turner 《课程研究杂志》2019,51(4):471-493

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.  相似文献   

Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science     

Eddie Lunsford  Claudia T. Melear  Wolff‐Michael Roth  Matthew Perkins  Leslie G. Hickok 《科学教学研究杂志》2007,44(4):538-564

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Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

The co-evolution of situated language and physics knowing     

Wolff-Michael Roth 《Journal of Science Education and Technology》1996,5(3):171-191

This study focuses on the evolutionary changes in students' language concerning animated objects and associated vector diagrams in a computer-based Newtonian microworld. Emergence, convergence, and interpretive flexibility are introduced as analytical notions to describe and explain changes in student discourse. The present analysis documents how new ways of taling emerge and how the convergence of meaning within student groups and towards scientific meanings arises from the affordances provided by the interpretive flexibility of objects and events in the microworld, the conversations with the teacher, and the microworld as backdrop which assures the topical cohesion of student talk. In the students' learning process, computer microworlds were not cultural tools which embed unique meanings that students can recover on their own. Rather, these microworlds achieved their meaning in part through the teacher's situated practices.  相似文献   

Directions in vocational services for moderately retarded persons in Newfoundland and Labrador     

C R Hillier  L D Klas 《Exceptional children》1984,51(2):176-181

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NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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The development of science process skills in authentic contexts     

Wolff-Michael Roth  Anita Roychoudhury 《科学教学研究杂志》1993,30(2):127-152

Instructional strategies and curriculum sequences aimed at teaching process skills have received considerable attention in science education. On the other hand, the teaching of domain-independent, context-free skills has been subject to criticism on the ground that important aspects of cognitive activities are functions of meaningful contexts. The intent of this study was to examine the development of integrated process skills in the context of open-inquiry laboratory sessions. The data-collection approach was qualitative and included videotapes of laboratory sessions, laboratory reports of students, and the reflective journals kept by the two teachers involved in the study. Forty-eight students from the Grade 11 introductory physics course, 29 students from the Grade 12 physics course, and 60 students from the Grade 8 general science course from an all-boys private school participated in the study. An interpretive research methodology was adopted for construction of meaning from the data. Students worked in collaborative groups during all of the open-inquiry laboratory sessions. Findings from the study indicate that students develop higher-order process skills through nontraditional laboratory experiences that provided the students with freedom to perform experiments of personal relevance in authentic contexts. Students learned to (a) identify and define pertinent variables, (b) interpret, transform, and analyze data, (c) plan and design an experiment, and (d) formulate hypotheses. Findings of this study suggest that process skills need not be taught separately. Integrated process skills develop gradually and reach a high level of sophistication when experiments are performed in meaningful context.  相似文献   

Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools   总被引：1，自引：0，他引：1  

Wolff‐Michael Roth  Kenneth Tobin  Cristobal Carambo  Chris Dalland 《科学教学研究杂志》2004,41(9):882-904

How do new teachers become confident and competent while they are interns in inner‐city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum. But considerable discrepancies emerge between planned and lived curriculum, particularly in inner‐city, comprehensive high schools, and especially in classrooms that honor student interests and culture as starting points for learning. Previous research showed that coteaching provides opportunities for learning to teach even though the lived curriculum emerges often in unpredictable ways from the dialectic of collective (teacher and students) agency and structure. The present study allowed us to understand the underlying processes: the presence of a coteacher increases access to social and material resources, and thereby increases opportunities for actions that otherwise would not occur. Greater teaching opportunities provide newcomers with greater opportunities of learning to teach. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 882‐904, 2004.  相似文献   

Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching     

Wolff‐Michael Roth  Kenneth Tobin  Andrea Zimmermann  Natasia Bryant  Charles Davis 《科学教学研究杂志》2002,39(3):253-282

During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first‐person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory–praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253–282, 2002  相似文献   

Why Students May not Learn to Interpret Scientific Inscriptions     

G. Michael Bowen  Wolff-Michael Roth 《Research in Science Education》2002,32(3):303-327

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