wolff-michael-roth documents

From Continuously (Inchoately) Experiencing
Documents From Continuously (Inchoately) Experiencing
Flight Examiner Methods
Documents Flight Examiner Methods
Science teaching as knowledgability: A case study of knowing and learning during coteaching
Documents Science teaching as knowledgability: A case study of knowing and learning during coteaching
Staging Aristotle and natural observation against Galileo and (stacked) scientific experiment or physics lectures as rhetorical events
Documents Staging Aristotle and natural observation against Galileo and (stacked) scientific experiment or physics lectures as rhetorical events
Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses
Documents Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses
Affordances and constraints of computers in science education
Documents Affordances and constraints of computers in science education
Interactional structures during a grade 4–5 open-design engineering unit
Documents Interactional structures during a grade 4–5 open-design engineering unit
Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
Documents Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
>unDELETE science education:/lives/work/voices
Documents >unDELETE science education:/lives/work/voices
From activity to gestures and scientific language
Documents From activity to gestures and scientific language
What is the meaning of “meaning”? A case study from graphing
Documents What is the meaning of “meaning”? A case study from graphing
On the relation of abstract and concrete in scientists’ graph interpretations: A case study
Documents On the relation of abstract and concrete in scientists’ graph interpretations: A case study
Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete?
Documents Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete?
Phenomenology and Mathematical Experience: Review of Mathematics Education and Language: Interpreting Hermeneutics and Post-Structuralism, by T. Brown; 270 pp. Dordrecht: Kluwar Academic
Documents Phenomenology and Mathematical Experience: Review of Mathematics Education and Language: Interpreting Hermeneutics and Post-Structuralism, by T. Brown; 270 pp. Dordrecht: Kluwar Academic
Science, culture, and the emergence of language
Documents Science, culture, and the emergence of language
Science education as/for participation in the community
Documents Science education as/for participation in the community
Time and temporality as mediators of science learning
Documents Time and temporality as mediators of science learning
Emergence, flexibility, and stabilization of language in a physics classroom
Documents Emergence, flexibility, and stabilization of language in a physics classroom
Learning science through technological design
Documents Learning science through technological design
Comment: What constitutes evidence in science education research?
Documents Comment: What constitutes evidence in science education research?
Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools
Documents Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools