Learning process studies: Examples from physics

International Journal of Science Education

Volumn 20, Issue 9, 1998, Pages 1019-1024

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141973922     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/0950069982009101     Document Type: Article

References (17)

1. Bakhtin, M. (1998) The Dialogic Imagination (Austin: University of Texas).
2. CHURCHLAND, P. M. (1995). The Engine of Reason, the Seat of the Soul: A Philosophical Journey into the Brain (Cambridge, MA: MIT Press).
3. Churchland, P. S. and Sejnowski, T. J. (1992) The Computational Brain (Cambridge, MA: MIT Press).
4. DiSessa, A. A. (1993) Toward an epistemology of physics. Cognition and Instruction, 10, 105–225.
5. Duit, R., Goldberg, F. and Niedderer, H. (eds) (1992) Research in Physics Learning: Theoretical Issues and Empirical Studies (Kiel: Institute for Science Education at the University of Kiel).
6. Dykstra, D. I., Boyle, C. F. and Monarch, I. A. (1992) Studying conceptual change in learning physics. Science Education, 76, 615–652.
7. Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D. and Plunkett, K. (1996) Rethinking Innateness: A Connectionist Perspective on Development (Cambridge, MA: MIT Press).
8. LATOUR, B. (1987) Science in Action: How to Follow Scientists and Engineers through Society (Milton Keynes: Open University Press).
9. Quartz, S. R. and Sejnowski, T. J. (in press) The neural basis of cognitive development: a constructivist manifesto. Behavioral and Brain Sciences.
10. Roschelle, J. (1992) Learning by collaborating: convergent conceptual change. Journal of the Learning Sciences, 2, 235–276.
11. Roschelle, J. (1996) Designing for cognitive communication: epistemic fidelity or mediating collaborative inquiry. In D. L. Day and D. K. Kovacs (eds), Computers, Communication, and Mental Models (London: Taylor & Francis), 13–25.
12. Roth, W.-M. (1996) The co-evolution of situated language and physics knowing. Journal of Science Education and Technology, 3, 171–191.
13. 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.
14. Roth, W.-M., McRobbie, C., Lucas, K. B and Boutonne (1997a) The local production of order in traditional science laboratories: a phenomenological analysis. Learning and Instruction, 7, 107–136.
15. Roth, W.-M., McRobbie, C., Lucas, K. B. and Boutonne (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.
16. VARELA, F. J., THOMPSON, E. and ROSCH, E. (1993) The Embodied Mind: Cognitive Science and Human Experience (Cambridge, MA: MIT Press).
17. Ueno, N. and Arimoto, N. (1993) Learning physics by expanding the metacontext of phenomena. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 15, 53–63.