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

Volumn 27, Issue 4, 1997, Pages 311-320

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012069672     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0883-0355(97)90013-6     Document Type: Article

References (9)

1. Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.
2. Fraser, B. J. (1994). Research on classroom and school climate. In D. L. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 493-541). New York: Macmillan.
3. Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. Beverly Hills, CA: Sage.
4. Lucas, K. B., & Roth, W.-M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26, 103-127.
5. Roth, W.-M., & Alexander, T. (1997). The interaction of students' scientific and religious discourses: Two case studies. International Journal of Science Education, 19, 125-146.
6. Roth, W.-M., & Lucas, K. B. (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, 145-179.
7. Roth, W.-M., & Roychoudhury, A. (1993). The nature of scientific knowledge, knowing, and learning: The perspectives of four students. International Journal of Science Education, 15, 27-44.
8. Roth, W.-M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
9. Taylor, P. C., & Fraser, B. J. (1991). CLES: An instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake Geneva, Wisconsin.