Learning science through technological design     

Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790

In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001  相似文献   

Correlational analysis of motor and verbal activity in young children     

P Wolff  E A Wolff 《Child development》1972,43(4):1407-1411

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“It wouldn't be the same without nature”—The value of nature according to Finnish upper secondary school students     

Pia Sjöblom  Lili-Ann Wolff 《The Journal of environmental education》2017,48(5):322-333

This article describes an interview study on Finnish upper secondary school students' values of nature. Even if the Finnish adolescents' interest in nature has decreased, most of the interviewees in this study regarded nature as worthy of maintenance. They valued nature for its material, aesthetic, and recreational values, as well as its diversity and future value, and because of their holistic view of nature. The nature values of the students were complex. Therefore, we suggest education that supports their value development through deliberation, authentic involvement, and outdoor activities.  相似文献   

Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization     

Michiel van Eijck  Wolff‐Michael Roth 《科学教学研究杂志》2011,48(7):824-847

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011  相似文献   

Comment: What constitutes evidence in science education research?     

Wolff‐Michael Roth 《科学教学研究杂志》2011,48(10):1225-1232

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Integrating multidisciplinary engineering knowledge     

Karin Wolff  Kathy Luckett 《Teaching in Higher Education》2013,18(1):78-92

In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge.  相似文献   

A PLAN FOR DESEGREGATION     

Max Wolff 《Equity & Excellence in Education》2013,46(1):43-47

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Using machine-learning and visualisation to facilitate learner interpretation of source material     

Annika Wolff  Paul Mulholland  Zdenek Zdrahal 《Interactive Learning Environments》2013,21(6):771-788

This paper describes an approach for supporting inquiry learning from source materials, realised and tested through a tool-kit. The approach is optimised for tasks that require a student to make interpretations across sets of resources, where opinions and justifications may be hard to articulate. We adopt a dialogue-based approach to learning whereby the student creates an external representation to reflect their current understanding of the task. This in turn prompts immediate feedback, designed to help the learner to see patterns or irregularities in their current perspective. Through the on-going feedback, the student is encouraged to make incremental changes to achieve a coherent outcome. In this approach, learners are encouraged to generate meaningful responses for themselves, rather than relying on feedback which explicitly provides an answer. This is aimed at prompting deeper processing and understanding of source materials in the context of the given learning goal.  相似文献   

Emergence,flexibility, and stabilization of language in a physics classroom     

Wolff‐Michael Roth  Reinders Duit 《科学教学研究杂志》2003,40(9):869-897

Learning physics is a complex phenomenon. In this article, we use concepts from the theory of nonlinear systems to study the development of language in classroom science in an experimental unit on chaos theory in a German 10th‐grade physics classroom. In ongoing activity, the explanations students developed for phenomena emerged through interactive stabilization and material constraints on the interpretive flexibility of material (artifacts) and discursive representations (talk). Interpretive flexibility both enables novel understandings and differences between private and common public use of these representations. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 869–897, 2003  相似文献   

A comparison of motoric and verbal responses on a Piagetian rate-time task     

E T Longobardi  P Wolff 《Child development》1973,44(3):433-437

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