Starting small and with uncertainty: Toward a neurocomputational account of knowing and learning in school science laboratories

International Journal of Science Education

Volumn 20, Issue 9, 1998, Pages 1089-1105

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002589211     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/0950069980200906     Document Type: Article

References (60)

1. Agre, P. E. (1995) Computational research on interaction and agency. Artificial Intelligence, 72, 1-52.
2. ANDERSON, J. R. (1985) Cognitive Psychology and its Implications (San Francisco: Freeman).
3. BROOKS, R. (1995) Intelligence without reason. In L. Steels and R. Brooks (eds), The Artificial Life Route to Artificial Intelligence: Building Embodied, Situated Agents (Hillsdale: Erlbaum), 25-81.
4. Brooks, R. A. and Stein, L. A. (1994) Building brains for bodies. Autonomous Robots, 1, 7-25.
5. Chapman, D. (1991) Vision, Instruction, and Action (Cambridge, MA: MIT Press).
6. CHURCHLAND, P. M. (1989) A Neurocomputational Perspective: The Nature of Mind and the Structure of Science (Cambridge, MA: MIT Press).
7. Churchland, P. S. and Sejnowski, T. J. (1992) The Computational Brain (Cambridge, MA: MIT Press).
8. Clancey, W. J. (1993) Situated action: A neuropsychological interpretation response to Vera and Simon. Cognitive Science, 17, 87-116.
9. Costenson, L. J. and Lawson, A. E. (1986) Why isn’t inquiry used in more classrooms. American Biology Teacher, 48, 150-158.
10. DREYFUS, H. L. and DREYFUS, S. E. (1986) Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer (New York: Free Press).
11. EDELMAN, G. M. (1989) The Remembered Present: A Biological Theory of Consciousness (New York: Basic Books).
12. Edwards, D. (1993) But what do children really think?: Discourse analysis and conceptual content in children’s talk. Cognition and Instruction, 11, 207-225.
13. Elman, J. L. (1993) Learning and development in neural networks: the importance of starting small. Cognition, 48, 71-99.
14. Franklin, S. (1995) Artificial Minds (Cambridge, MA: MIT Press).
15. GOODING, D. (1990) Experiment and the Making of Meaning: Human Agency in Scientific Observation and Experiment (Dordrecht: Kluwer).
16. Gorman, R. P. and Sejnowski, T. J. (1988) Analysis of hidden units in a layered network trained to classify sonar targets. Neural Networks, 1, 75-89.
17. Greeno, J. G. (1991) Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Teaching, 22, 170-218.
18. Gregory, R. L. (1994) Even Odder Perceptions (New York: Routledge).
19. Hardiman, P. T., Pollatsek, A. and Well, A. D. (1986) Learning to understand the balance beam. Cognition and Instruction, 3, 63-86.
20. Heidegger, M. (1977) Sein und Zeit [Being and Time] (Tubingen: Max Niemeyer).
21. Hodson, D. (1990) A critical look at practical work in school science. School Science Review, 70, 33-40.
22. INHELDER, B. and PIAGET, J. (1958) The Growth of Logical Thinking from Childhood to Adolescence (New York: Basic Books).
23. LAKOFF, G. (1987) Women, Fire, and Dangerous Things: What Categories Reveal about the Mind (Chicago: University of Chicago Press).
24. Lakoff, G. (1988) Cognitive semantics. In U. Eco, M. Santambrogio and P. Violi (eds), Meaning and Mental Representations (Bloomington: Indiana University Press), 119-154.
25. LAVE, J. (1988) Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Cambridge: Cambridge University Press).
26. McGinn, M. K. (1995) Teachers’ mathematical practices inside and outside their classrooms. Unpublished master’s thesis, Simon Fraser University.
27. McGinn, M. K. and Roth, W.-M. (in press) Assessing students’ understandings about levers: better test instruments are not enough. International Journal of Science Education.
28. McRobbie, C. J., Roth, W.-M. and Lucas, K. B. (1997) Multiple learning environments in a physics classroom. International Journal of Educational Research, 27, 333-342.
29. Metz, K. E. (1993) Preschoolers’ developing knowledge of the pan balance: from new representation to transformed problem solving. Cognition and Instruction, 11, 31-93.
30. Mostow, J. and Aist, G. (1997) Project LISTEN: A reading tutor that listens. Paper presented at the World Conferences on educational multimedia and educational telecommunications (ED-MEDIA and ED-TELECOM 97), Calgary, Canada, June.
31. Newell, A. and Simon, H. A. (1976) Computer science as empirical inquiry. In J. Haugeland (ed.), Mind Design (Cambridge, MA: MIT Press), 35-66.
32. Pfundt, H. and Duit, R. (1994) Bibliography: Students’ Alternative Frameworks and Science Education, 4th edn (Kiel: Institute for Science Education at the University of Kiel).
33. Pickering, A. (1995) The Mangle of Practice: Time, Agency, and Science (Chicago: University of Chicago Press).
34. Quartz, S. R. and Sejnowski, T. J. (in press) The neural basis of cognitive development: a constructivist manifesto. Behavioral and Brain Sciences.
35. Reeke, G. N. and Edelman, G. M. (1988) Real brains and artificial intelligence. Daedalus, 117, 143-173.
36. Ricoeur, P. (1991) From Text to Action: Essays in Hermeneutics, II (Evanston, IL: Northwestern University Press).
37. Ricoeur, P. (1992) Oneself as Another (Chicago: University of Chicago Press).
38. Rosch, E. (1981) Prototype classification and logical classification: Two systems. In E. Scholnik (ed.), New Trends in Cognitive Representation: Challenges to Piaget’s Theory (Hillsdale, NJ: Lawrence Erlbaum Associates), 73-86.
39. Rosenberg, C. R. and Sejnowski, T. J. (1987) Parallel networks that learn to pronounce English text. Complex Systems, 1, 145-168.
40. Roth, W.-M. (1991) The development of reasoning on the balance beam. Journal of Research in Science Teaching, 28, 631-645.
41. Roth, W.-M. (1994) Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197-223.
42. Roth, W.-M. (1995) Affordances of computers in teacher-student interactions: The case of Interactive Physics™. Journal of Research in Science Teaching, 32, 329-347.
43. Roth, W.-M. (1996a) Art and artifact of children’s designing: a situated cognition perspective. Journal of the Learning Sciences, 5, 129-166.
44. Roth, W.-M. (1996b) Thinking with hands, eyes, and signs: Multimodal science talk in a grade 6/7 unit on simple machines. Interactive Learning Environments, 4, 170-187.
45. Roth, W.-M. and Bowen, G. M. (1995) Knowing and interacting: a study of culture, practices, and resources in a Grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.
46. Roth, W.-M. and Duit, R. (1997, August) Learning in real time: How understandings emerge from physics students’ laboratory activities. Paper presented at the annual conference of the Cognitive Science Society, Palo Alto, CA.
47. Roth, W.-M. and McGinn, M. K. (1996) Differential participation during science conversations: the interaction of display artifacts, social configuration, and physical arrangements. In D. C. Edelson and E. A. Domeshek (eds), Proceedings of ICLS 96 (Charlottesville, VA: Association for the Advancement of Computing in Education), 300-307.
48. Roth, W.-M., McRobbie, C., Lucas, K. B. and Boutonne, S. (1997a) The local production of order in traditional science laboratories: A phenomenological analysis. Learning and Instruction, 7, 107-136.
49. Roth, W.-M., McRobbie, C., Lucas, K. B. and Boutonne, S. (1997b) Why do students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34, 509-533.
50. Roth, W.-M., McRobbie, C., Boutonne S. and Lucas, K. B. (in press) One class, many worlds. International Journal of Science Education.
51. Roth, W.-M. and Roychoudhury, A. (1993) The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30, 127-152.
52. Roth, W.-M. and Welzel, M. (1997) Learning about levers: towards a real time model of cognition during laboratory activities (submitted).
53. Roth, W.-M. (1991) The development of reasoning on the balance beam. Journal of Research in Science Teaching, 28, 631-645.
54. Scribner, S. (1986) Thinking in action: some characterisytics of practical thought. In R. J. Sternberg and R. K. Wagner (eds), Practical Intelligence: Nature and Origins of Competence in the Everyday World (Cambridge: Cambridge University Press), 13-30.
55. Siegler, R. S. (1978) The origins of scientific reasoning. In R. S. Siegler (ed.), Children’s Thinking, What Develops? (Hillsdale, NJ: Erlbaum), 109-149.
56. SUCHMAN, L. A. (1987) Plans and Situated Actions: The Problem of Human-Machine Communication (Cambridge: Cambridge University Press).
57. Tobin, K. (1990) Research on science laboratory activities: in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403-418.
58. Welch, W. W., Klopfer, L. E., Aikenhead, G. S. and Robinson, J. T. (1981) The role of inquiry in science education: analysis and recommendation. Science Education, 65, 33-55.
59. Welzel, M. (this issue) Emergence of complex cognition during a unit on static electricity. International Journal of Science Education.
60. Welzel, M. and Roth, W.-M. (1998) Do interviews really assess students’ knowledge? International Journal of Science Education, 20, 25-44.