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Kim, Mijung; Roth, Wolff-Michael – Cultural Studies of Science Education, 2018
To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common…
Descriptors: Persuasive Discourse, Elementary School Students, Interpersonal Relationship, Grade 2
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2016
In its focus on social practices, the feature article presents an interesting theoretical framework for rethinking not only where and how knowing and learning in science education exhibit themselves but also we might change our own research practice. The framework is not new to me, as I have advocated it explicitly for more than 15 years. But over…
Descriptors: Praxis, Social Theories, Science Education, Science and Society
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Kim, Mijung; Roth, Wolff-Michael – Cultural Studies of Science Education, 2016
In (science) education, primacy is given to agency, the human capability to act and, in this, to learn. However, phenomenological philosophers and societal-historical psychologists point out that agency, the purposeful (intentional) engagement with the world, is only the effect of a much more profound capacity: passibility, the capacity to be…
Descriptors: Problem Solving, Children, Individual Power, Learning
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2015
In this tribute, I articulate the contributions Michiel van Eijck made to science education, as experienced through our relation, which ranged from supervisor and colleague to friend. His ecological thinking about human knowing, which was reflected in his spiritual inclinations, constitutes his legacy that will have an impact on our field for…
Descriptors: Science Education, Holistic Approach, Religious Factors, Lifelong Learning
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2015
For many students, the experience with science tends to be alienating and uprooting. In this study, I take up Simone Weil's concepts of "enracinement" (rooting) and "déracinement" (uprooting) to theorize the root of this alienation, the confrontation between children's familiarity with the world and unfamiliar/strange…
Descriptors: Science Education, Science Instruction, Phenomenology, Alienation
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Hsu, Pei-Ling; Roth, Wolff-Michael – Cultural Studies of Science Education, 2014
Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The…
Descriptors: Persuasive Discourse, Discourse Analysis, Science Instruction, Teaching Methods
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Roth, Wolff-Michael; Hsu, Pei-Ling – Cultural Studies of Science Education, 2014
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…
Descriptors: Spatial Ability, Ethnography, High School Students, Secondary School Science
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2013
In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word…
Descriptors: Foreign Countries, Secondary School Students, Language, Academic Discourse
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Hwang, SungWon; Roth, Wolff-Michael – Cultural Studies of Science Education, 2013
Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) "work" that is required. Traditional research on science lectures focuses on…
Descriptors: Lecture Method, Science Instruction, Secondary School Science, Grade 10
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2012
The feature article discussed in this forum presents an interesting description of how students work in the context of a virtual world, where they design phenomena that they subsequently investigate by analyzing graphical representations. The study is aligned with the current canon of science education interested in understanding the…
Descriptors: Investigations, Science Education, Virtual Classrooms, Research
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2012
Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…
Descriptors: Science Education, Informal Education, Educational Research, Comparative Analysis
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2010
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…
Descriptors: Physics, Science Instruction, High School Students, Interviews
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Roth, Wolff-Michael – Cultural Studies of Science Education, 2010
There are some who experience irreconcilable differences between their religious beliefs concerning a world created as is, on the one hand, and a scientific view of the world that has developed by means of natural evolution over billions of years, on the other hand. In this special issue, scholars from very different religions, backgrounds, and…
Descriptors: Evolution, Student Attitudes, Religion, Sciences
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Roth, Wolff-Michael; Tobin, Kenneth – Cultural Studies of Science Education, 2010
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…
Descriptors: Intercultural Communication, Conflict, Ethnography, Conflict Resolution
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van Eijck, Michiel; Roth, Wolff-Michael – Cultural Studies of Science Education, 2010
The notion of "place", as in "place-based education", has received considerable attention in educational theorizing because of its potential to link students, their lifeworlds, and their experiences in particular settings to formal education. However, in current debates of place-based education, the notion of "place" is emerging as problematic.…
Descriptors: Place Based Education, Environmental Education, Education, Dialogs (Language)
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