Students‘ and Teachers‘ Conceptions and Science Education




НазваниеStudents‘ and Teachers‘ Conceptions and Science Education
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Journal of Research in Science Teaching, 30(7), 669-680 // g5.

Roth, W. (1993). In the name of constructivism: Science education research and the construction of local knowledge. Journal of Research in Science Teaching, 30(7), 799-803 // g1.

Roth, W., Bowen, G. M. (1993). An investigation of problem framing and solving in a grade 8 open-inquiry science program. Paper submited to The Journal of the Learning Sciences, 1-20 // g7,B,.

Roth, W. (1993). Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in open-inquiry science. Science Education, 77(4), 351-373 // g5,g8,CTL.

Roth, W., Fraser, S. , Roychoudhury, A. (1993). The nature of scientific knowledge, knowing and learning: The perspectives of four physics students. International Journal of Science Education, 15(1), 27-44 // g6,CTL,CSC.

Roth, W., Verechaka, G. (1993). Plotting a course. Science and Children, 30(4), 24-27 // g5.

Roth, W. (1993). Problem-centered learning for the integration of mathematics and science in a constructivist laboratory: A case study. School Science and Mathematics, 93(3), 113-122 // g6,g7,P,M.

Roth, W., Roychoudhury, A. (1993). Using vee and concept maps in collaborative settings: Elementary education majors construct meaning in physical science courses. School Science and Mathematics, 93(5), 237-244 // g8,g9,CTL.

Roth, W. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31(2), 197-223 // g6.

Roth, W., Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31(1), 5-30 // g6,CTL,CSC.

Roth, W. (1994). Student views of collaborative concept mapping: An emancipatory research project. Science Education, 78(1), 1-34 // g5,g7,CTL.

Roth, W. (1995). Affordances of computers in teacher-student interactions: The case of interactive physics. Journal of Research in Science Teaching, 32(4), 329-347 // g7,P,M,.

Roth, W. (1995). Vom Alltagswissen zum Schulwissen in der Physik: Ein Unterrichtsansatz zur Integration. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Dresden, September 1995 (pp. 109-111). Alsbach: Leuchtturm-Verlag // g1.

Roth, W., Woszczyna, C. , Smith, G. (1996). Affordances and constraints of computers in science education. Journal of Research in Science Teaching, 33(9), 995-1017 // g6,P,M,.

Roth, W. (1996). Situated cognition. In R. Duit, Rhoeneck, C. von (Ed.), Lernen in den Naturwissenschaften (pp. 163-179). Kiel: IPN, Kiel // g1,SCON,SITL.

Roth, W., Tobin, K. (1996). Staging Aristotle and natural observation against Galileo and (stacked) scientific experiment or physics lectures as rhetorical events. Journal of Research in Science Teaching, 33(2), 135-157 // g1,g5,g7,g8,P,M,.

Roth, W. (1996). Unterricht ueber einfache Maschinen im 6. und 7. Schuljahr - geplant und analysiert aus einer sozial-konstruktivistischen Perspektive des Lernens. Zeitschrift fuer Didaktik der Naturwissenschaften, 2(1), 39-52 // g6,P,M.

Roth, W., Lucas, K. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34(2), 145-179 // g6,CSC,LPRO.

Roth, W. (1997). The interaction of learning environments and student discourse about knowing,learning and the nature of science: Two longitudinal case studies. International Journal of Educational Research, 27(4), 311-320 // g7,CTL,CSC,LPRO,DISCOURSE.

Roth, W., Todd, A. (1997). The interaction of students' scientific and religious discourses: Two case studies. International Journal of Science Education, 19(2), 125-146 // g6,CSC,DISCOURSE.

Roth, W. (1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34(3), 273-302 // g1,SCON,g7,LPRO.

Roth, W., McRobbie, C. , Lucas, K. , Boutonn , S. (1997). Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34(5), 509-533 // g7,P,M,FORCE,DISCOURSE,.

Roth, W. (1998). Designing communities. Dordrecht: Kluwer Academic Publishers // g1,SCON,g7,LPRO,DISCOURSE.

Roth, W. (1998). Science teaching as knowledgability: A case study of knowing and learning during coteaching. Science Education, 82(3), 357-377 // g8,CTL.

Roth, W.-M. (1998). Editorial. Learning process studies: Exapmles from physics. International Journal of Science Education, 20(8), 1019-1024 // g1,g7,LPRO.

Roth, W.-M., McGinn, M. (1998). Inscriptions: Toward a theory of representing as social practice. Review of Educational Research, 68(1), 35-59 // g1,SCON,MMEDIA,GRAPH.

Roth, W.-M. (1998). Starting small and with uncertainty: Toward a neurocomputational account of knowing and learning in school science laboratories. International Journal of Science Education, 20(8), 1089-1106 // g1,SCON,NEURO,SITL,g7,P,M,SIMM,LRPO.

Roth, W.-M. (1998). Teaching and learning as everyday activity. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 169-181). Dordrecht, Netherlands: Kluwer Academic Press // g1,SCON,g7,DISCOURSE.

Roth, W.-M., Boyd, N. (1999). Coteaching, as colearning, is practice. Research in Science Education, 29(1), 51-67 // g8,CTL,DISCOURSE.

Roth, W.-M., McGinn, M. K. , Woszczyna, C. , Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configurations, and physical arragements. The Journal Of The Learning Sciences, 8(3&4), 293-347 // g7,P,M,SIMM,LAB,DISCOURSE,LPRO.

Roth, W.-M., McGinn, K. , Woszczyna, C. , Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configurations, and physical arrangements. Journal of the Learning Science, 8(3&4), 293-347 // g1,SCON,DISCOURSE,P,M,SIMM,LPRO.

Roth, W.-M. (1999). Discourse and agency in school science laboratories. Discourse Processes, 28(1), 27-60 // g6,P,LAB,DISCOURSE.

Roth, W.-M., Boutonné, S. , McRobbie, C. J. , Lucas, K. B. (1999). One class, many worlds. International Journal of Science Education, 21(1), 59-76 // g7,P,CTL,CSC,DISCOURSE,g8.

Roth, W.-M. (2000). Artifical neural networks for modeling knowing and learning in science. Journal of Research in Science Teaching, 37(1), 63-80 // g1,g6,NEURO,CC,SCON.

Roth, W.-M. (2000). Autobiography and science education: An introduction. Research in Science Education, 30(1), 1-12 // g1,PHEN,g5.

Roth, W.-M. (2000). Learning difficulties related to graphing: A hermeneutic phenomenological perspective. Research in Science Education, 30(1), 123-140 // g1,SCON,GRAPHING,g7,GRAPH,VIDEO.

Roth, W.-M., Welzel, M. (2001). Die Geste: Das fehlende Bindeglied zwischen Handlung und Sprache. In S. v. Aufschnaiter, Welzel, M. (Ed.), Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen (pp. 129-142). Muenster: Waxmann // g7,P,E,ESTAT,LPRO,VIDEO.

Roth, W.-M., Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38(1), 103-136 // g1,SCON,DISCOURSE,g7,LPRO,VIDEO.

Roth, W.-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365-392 // g1,GESTURES,g7.

Roth, W.-M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38(7), 768-790 // g1,SCON,g7.

Roth, W.-M., Lucas, K. B. , McRobbie, C. J. (2001). Students' talk about rotational motion within and across contexts, and implications for future learning. International Journal of Science Education, 23(2), 151-180 // g1,SCON,DISCOURSE,P,M,ROT.

Roth, W.-M., Tobin, K. , Zimmerman, A. , Bryant, N. , Davis, C. (2002). Lessons on and from the Dihybrid Cross: An activity - theoretical study of learning in coteaching. Journal of Research in Science Teaching, 39(3), 253-282 // g1,ACTIVITY THEORY,g7,B.

Roth, W.-M., Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86(3), 368-385 // g1, SCON, GESTURES, g3.

Roth, W.-M. (2005). From normal to revolutionary science. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 3-14). Dordrecht: Springer // g1, SCON, ACTTH.

Roth, W.-M. (2007). "Vygotsky's neglected legacy": Cultural-historial activity theory. Review of Educational Research, 77(2), 186-232 // g1, ACTTH, INQUIRY.

Roth, W.-M. (2008). The nature of scientific conceptions: A discursive psychlogical perspective. Educational Research Review, 3(1), 30-50 // g1, SCON, DISCOURSE, CC.

Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education(3), 373-385 // g1, CC, SCON.

Roth, W. M., Roychoudhury, A. (1994). Science discourse through collaborative concept mapping: New perspectives for the teacher. International Journal of Science Education, 16(4), 437-455 // g5,g7.

Roth, W. M. (1995). What happens to a rock when you throw it in the water? Doing high school physics the physicists' way. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (pp. 80-111). Manhattan, Kansas: NARST // g1,g7,P.

Roth, W.-M., & Duit, R. (2003). Emergence, flexibility, and stabilization of language in a physics classroom. Journal of Research in Science Teaching, 40(9), 869-897 // g1, CON, DISCOURSE, g7, P, NONLIN, CHAOS, LPRO, VIDEO.

Roth, W.-M., Jin Lee, Y., & Hwang, S. W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education(3), 231-261 // g1, CC, SCON.

Roth, W.-M., & Lee, Y.-J. (2006). Contradictions in theorizing and implementing communities in education. Educational Research Review, 1(1), 27-40 // g1, ACTTH, SCON.

Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675-702 // g8.

Roth, W.-M., Tobin, K., & Ritchie, S. M. (2007). Time and temporality as mediators of science learning. Science Education, 92(1), 115-140 // g7, g8, CTL.

Rowell, J. A., Renner, V. J. (1976). Quantity conceptions in university students: Another look. British Journal of Psychology, 67(1), 1-10 // g6,P,M,GEN.

Rowell, J. A., Dawson, C. J. (1977). Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice. Science Education, 61(4), 243-251 // g6,P,M.

Rowell, J. A., Dawson, C. J. (1977). Teaching about floating and sinking: Further studies toward closing the gap between cognitive psychology and classroom practice. Science Education, 61(4), 527-540 // g6,P,M,.

Rowell, J. A., Dawson, C. J. (1979). Cognitive conflict: Its nature and use in the teaching of science. Research in Science Education, 9, 169-175 // g1.

Rowell, J. A., Dawson, C. J. (1979). Skill integration, Piaget and education. Studies in Science Education, 6, 45-68 // g1.

Rowell, J. A., Dawson, C. J. (1980). Mountain or mole hill: Can cognitive psychology reduce the dimensions of conceptual problems in classroom practice? Science Education, 64(5), 693-708 // g7,C.

Rowell, J. A., Cawthron, E. R. (1982). Images of science: An empirical study. European Journal of Science Education, 4(1), 79-94 // g6,g8,CSC.

Rowell, J. A. (1984). Many paths to knowledge: Piaget and Science Education. Studies in Science Education, 11, 1-25 // g1.

Rowell, J. A., Dawson, C. J. (1985). Equilibration, conflict and instruction: A new class-oriented perspective. European Journal of Science Education, 7(4), 331-334 // g1,g7.

Rowell, J. A., Dawson, C. J. (1989). Towards an integrated theory and practice for science teaching. Studies in Science Education, 16, 47-73 // g1.

Rowell, J. A., Dawson, C. J. , Lyndon, H. (1990). Changing misconceptions: A challenge to science educators. International Journal of Science Education, 12(2), 167-175 // g1,g7,P,M.

Rowell, J. A. (1993). Developmentally-based insights for science teaching. Science & Education, 2(2), 111-136 // g1.

Rowell, J. A., Dawson, C. J. , Madsen, P. (1993). Probing students' non-scientific conceptions: A new tool for conventional and action-research in science teaching. The Australian Science Teachers Journal, 39(1), 62-68 // g5.

Rowell, P. M. (1990). Science concepts and children's writing: A preliminary study. Paper to be presented at the Annual Meeting of the Canadian Society for the Study of Education, Victoria, 1-16 // g4,g5.

Rowell, P. M. (2004). Developing technological stance: Children's learning in technology education. International Journal of Technology and Design Education, 14(1), 45-59 // g1, TECHNOLOGY.

Rowell, P. M., Ebbers, M. (2004). Shaping school science: Competing discourses in an inquiry-based elementary program. International Journal of Science Education, 26(8), 915-934 // g7, g8, INQUIRY, CTL, DISCOURSE.

Rowlands, M. (2001). The development of children's biological understanding. Journal of Biological Education, 35(2), 66-68 // g6,B,HUMAN.

Rowlands, S. (2000). Turning Vygotsky on his head: Vygotsky's 'Scientifically Based Method' and the socioculturalist 'Social Other'. Science & Education, 9(6), 537-575 // g1,SCON,VYGOTSKY.

Royuk, B., & Brooks, D. W. (2003). Cookbook procedures in MBL physics exercises. Journal of Science Education and Technology, 12(3), 317-324 // g7, P, M, FORCE, LAB, MMEDIA.

Rozier, S., Viennot, L. (1990). Students' reasoning in thermodynamics. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: A central problem in secondary Science Education (pp. 36-49). Utrecht: CD-ß Press // g6,P,T,AT.

Rozier, S., Viennot, L. (1990). Students' reasoning in thermodynamics. Tijdschrift voor Didactiek der ß-wetenschappen, 8(1), 3-18 // g6,P,T,AT.

Rozier, S., Viennot, L. (1991). Students' reasonings in thermodynamics. International Journal of Science Education, 13(2), 159-170 // g6,P,T,AT,.

Rozin, P., Fallon, A. E. , Augustoni, M. (1985). The child's conception of food: The development of contamination sensitivity to "disgusting" substances. Developmental Psychology, 21(6), 1075-1079 // g6,B.

Rubba, P., Bradford, C. , Harkness, W. (1996). A new scoring procedure for the views on science-technology-society instrument. International Journal of Science Education, 18(4), 387-400 // g5.

Rubba, P. A., Andersen, H. O. (1978). Development of an instrument to assess secondary school students` understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458 // g6,CSC.

Rubba, P. A., Horner, J. K. , Smith, J. M. (1981). A study of two misconceptions about the nature of science among Junior High School students. School Science and Mathematics, 81(3), 221-226 // g6,CSC,GEN.

Rubba, P. A., Harkness, W. L. (1993). Examination of preservice and in-service secondary science teachers' beliefs about science-technology-society interactions.
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