Conceptual Development and Environmental Education     

Robert E. Roth 《The Journal of environmental education》2013,44(1):6-9

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Intercorporeality and ethical commitment: an activity perspective on classroom interaction   总被引：1，自引：0，他引：1  

Luis Radford  Wolff-Michael Roth 《Educational Studies in Mathematics》2011,77(2-3):227-245

In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont??ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical commitment participants make to engage in and produce activity. These concepts are illustrated through a discussion of concrete episodes from an elementary mathematics classroom.  相似文献   

Radical embodiment and semiotics: toward a theory of mathematics in the flesh     

Jennifer S. Thom  Wolff-Michael Roth 《Educational Studies in Mathematics》2011,77(2-3):267-284

The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the material body and the source of intentionality. Grounded in material phenomenology, we theorize the living body as semiotic expression that not only grounds thought but also leads to its development. We provide a detailed case study that elucidates the three ways in which the living body serves as sign for the growth of a second-grade student??s geometric understanding and the other bodies he interacts with.  相似文献   

Knowing, Insight Learning, and the Integrity of Kinetic Movement     

Alfredo Bautista  Wolff-Michael Roth  Jennifer S. Thom 《Interchange》2011,42(4):363-388

Psychologists, philosophers, and educators have traditionally interpreted the phenomenon of insight learning as the result of the sudden comprehension of abstract/conceptual ideas. The present article shows that such phenomenon may also follow and emerge from the kinetic movements of the human body; that is, we conceptualize insight learning as a post-kinetic phenomenon. Further, it is suggested that kinetic movement constitutes the ground of all human knowing. To illustrate this innovative conceptualization of insight learning, we present the analysis of an exemplary classroom episode taken from a two-year longitudinal video-based ethnographic project. Our project is concerned with elementary students?? mathematical knowing and learning. In the episode, which was selected among other structurally similar examples, three children are sorting geometrical objects. The evidence shown is interpreted as support for the theory of mathematics in the flesh, a radical approach to embodied cognition. In contrast to other embodiment/ enactivist theories in the field of mathematics education, we suggest that the kinetic movement of the human body constitutes a necessary condition for the emergence of abstract mathematical knowledge, and more specifically for the emergence of geometrical insight.  相似文献   

Science and religion in a high school physics class: revisiting the source materials of “The interaction of scientific and religious discourses”     

Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(1):163-167

In and with this text, I introduce the Forum that centers around a series of essays written by a high school student and an interview with his teacher all collected as part of a larger study about students’ discourses with respect to (nature of) science, learning, and knowing. I provide a brief review of the original findings, which had been published in a study co-authored by the student and myself, his physics teacher.  相似文献   

Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences     

Wolff-Michael Roth  Kenneth Tobin 《Cultural Studies of Science Education》2010,5(4):807-847

This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions that converge over time and adapt to match the prosodic parameters of students’ talk. In these situations our ethnographic data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk, these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes.  相似文献   

STANLEY CAVELL ON PHILOSOPHY,LOSS, AND PERFECTIONISM     

Klas Roth 《Educational theory》2010,60(4):395-403

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Is science me? High school students' identities,participation and aspirations in science,engineering, and medicine     

Pamela R. Aschbacher  Erika Li  Ellen J. Roth 《科学教学研究杂志》2010,47(5):564-582

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010  相似文献   

From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions About High School Students’ Science Internship     

Pei-Ling Hsu  Wolff-Michael Roth 《Research in Science Education》2010,40(3):291-311

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Representations of scientists in Canadian high school and college textbooks     

Michiel van Eijck  Wolff‐Michael Roth 《科学教学研究杂志》2008,45(9):1059-1082

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