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1.
Wolff-Michael Roth Kenneth Robin Andrea Zimmermann 《Learning Environments Research》2002,5(3):353-354
Volume Contents
Volume contents 相似文献2.
Wolff-Michael Roth 《Cultural Studies of Science Education》2007,2(4):721-783
In science education, reform frequently is conceived and implemented in a top-down fashion, whether teachers are required
to engage in change by their principals or superintendents (through high-stakes testing and accountability measures) or by
researchers, who inform teachers about alternatives they ought to implement. In this position paper on science education policy, I draw on first philosophy to argue for a different approach to reform, one that involves all stakeholders—teachers, interns,
school and university supervisors, and, above all, students—who participate in efforts to understand and change their everyday
praxis of teaching and learning. Once all stakeholders experience control over the shaping and changing of classroom learning
(i.e., experience agency), they may recognize that they really are in it together, that is, they experience a sense of solidarity.
Drawing on ethnographic vignettes, science teaching examples, and philosophical concepts, I outline how more democratic approaches
to reform can be enabled. 相似文献
3.
Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
4.
Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse. 相似文献
5.
Goulart Maria Inês Mafra Germanos Erika Roth Wolff-Michael 《Cultural Studies of Science Education》2022,17(2):251-276
Cultural Studies of Science Education - The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but... 相似文献
6.
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 research laboratory, which we understand as a “perspicuous setting” and a “smart setting,” in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing “smart contexts” that help learners participate in and learn complex scientific laboratory practices. 相似文献
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