Growing-making mathematics: a dynamic perspective on people,materials, and movement in classrooms     

Wolff-Michael Roth 《Educational Studies in Mathematics》2016,91(1):87-106

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Rethinking the Role of Information Technology-Based Research Tools in Students’ Development of Scientific Literacy     

Michiel van Eijck  Wolff-Michael Roth 《Journal of Science Education and Technology》2007,16(3):225-238

Given the central place IT-based research tools take in scientific research, the marginal role such tools currently play in science curricula is dissatisfying from the perspective of making students scientifically literate. To appropriately frame the role of IT-based research tools in science curricula, we propose a framework that is developed to understand the use of tools in human activity, namely cultural-historical activity theory (CHAT). Accordingly, IT-based research tools constitute central moments of scientific research activity and neither can be seen apart from its objectives, nor can it be considered apart from the cultural-historical determined forms of activity (praxis) in which human subjects participate. Based on empirical data involving students participating in research activity, we point out how an appropriate account of IT-based research tools involves subjects’ use of tools with respect to the objectives of research activity and the contribution to the praxis of research. We propose to reconceptualize the role of IT-based research tools as contributing to scientific literacy if students apply these tools with respect to the objectives of the research activity and contribute to praxis of research by evaluating and modifying the application of these tools. We conclude this paper by sketching the educational implications of this reconceptualized role of IT-based research tools.  相似文献   

Towards a theory of instruction in the 1980s     

Jenny L. Covill-Servo  Ron Hein 《Instructional Science》1983,12(4):301-319

The purpose of this article is to provide a historical perspective on the contributions of learning and instruction to instructional theory and to discuss some of the major obstacles currently inhibiting the growth of “Instructional Theory.” Some suggestions for future development of this discipline are provided. In clarifying the impediments to instructional theories' development, heavy reliance is placed upon the process of theory construction as perceived by philosophers of the natural and social sciences. Some comments are made regarding the appropriate use of instructional theory in developing nations.  相似文献   

The nature of scientific knowledge and student learning: Two longitudinal case studies     

Dr. Keith B. Lucas  Wolff-Michael Roth 《Research in Science Education》1996,26(1):103-127

This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data base was established including student essays and interviews regarding their views of the nature of science and teaching and learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and of the science teaching and learning process, which were not always complementary, are described with the aid of a model. The findings of this research have direct relevance to the planning and implementation of science courses in which the development of understandings of the nature of science is an objective.  相似文献   

Risk factors for infant maltreatment: a population-based study     

Wu SS  Ma CX  Carter RL  Ariet M  Feaver EA  Resnick MB  Roth J 《Child abuse & neglect》2004,28(12):1253-1264

CONTEXT: Of the approximately 900,000 children who were determined to be victims of abuse or neglect by US child protective services in 2002, the birth-to-3 age group had the highest rate of victimization (1.6%) and children younger than 1 accounted for the largest percentage of victims (9.6%). OBJECTIVE: To identify perinatal and sociodemographic risk factors associated with maltreatment of infants up to 1 year of age. DESIGN AND SETTING: Observational cohort study. PARTICIPANTS: 189,055 children born in 1996 in Florida. MAIN OUTCOME MEASURE: Infant maltreatment, defined as a verified report of abuse, neglect, or threatened harm that occurred between day 3 of life and 1 year. RESULTS: 1,602 children (.85%) of the 1996 birth cohort had verified instances of maltreatment by age 1. Of 15 perinatal and sociodemographic variables studied, 11 were found to be significantly related to infant maltreatment. Five factors had adjusted relative risks (RR) of two or greater: Mother smoked during pregnancy (RR 2.8); more than two siblings (RR 2.7); Medicaid beneficiary (RR 2.1); unmarried marital status (RR 2.0); low birth weight infant (RR 2.0). Infants who had four of these five risk factors had a maltreatment rate seven times higher than the population average. CONCLUSIONS: Data on nearly all risk factors found to be significantly associated with infant maltreatment are available on the birth certificate. Such information can be incorporated into a population-based risk-assessment tool that could identify subpopulations at highest risk for infant maltreatment. Because resources are limited, these groups should be given priority for enrollment in child abuse prevention programs.  相似文献   

Editorial Power/Authorial Suffering     

Roth  Wolff-Michael 《Research in Science Education》2002,32(2):215-240

In this article, I analyse the publish or perish enterprise and in particular the origins of editorial power/knowledge. My actor-network analysis shows how tenure, promotion, and salary decisions apparently unrelated to editorial decisions are important elements that accrue power/knowledge to editors of particular journals. What my actor-network analysis does not show, and which I therefore analyse from a subject-centred perspective, is the other side of editorial power/knowledge: authorial suffering. I suggest that the structure of our science education discipline necessitates a particular commitment to the responsibilities and obligations of editors and reviewers to the authors, particularly the newcomers, and therefore to the production and reproduction of science education.  相似文献   

Data and graph interpretation practices among preservice science teachers     

G. Michael Bowen  Wolff‐Michael Roth 《科学教学研究杂志》2005,42(10):1063-1088

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (“authentic”) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1063–1088, 2005  相似文献   

Learning resource directors,what are you hustling today?     

Charles F. Roth 《TechTrends》1989,34(4):41-42

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Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science     

Wolff-Michael Roth  G. Michael Bowen 《科学教学研究杂志》1994,31(3):293-318

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Learning Environments Research,Lifeworld Analysis,and Solidarity in Practice     

Roth  Wolff-Michael 《Learning Environments Research》1999,2(3):225-247

Learning environments research is generally premised on an assumption that something like an environment independent of the individual can be identified. However, research in many disciplines questions this assumption. I outline here a phenomenological perspective of theorizing the environments in which we act and to which we react, our individual lifeworlds. Lifeworld analysis requires a sense of solidarity. Because it allows an understanding of the world of the Other, it constitutes a lens particularly important and useful in teaching as praxis. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献