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Proliferation of Inscriptions and Transformations among Preservice Science Teachers Engaged in Authentic Science
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Lunsford, Eddie; Melear, Claudia T.; Roth, Wolff-Michael; Perkins, Matthew; Hickok, Leslie G. – Journal of Research in Science Teaching, 2007
Inscriptions are central to the practice of science. Previous studies showed, however, that preservice teachers even those with undergraduate degrees in science, generally do not spontaneously produce inscriptions that economically summarize large amounts of data. This study was designed to investigate the production of inscription while a group…
Descriptors: Graduate Students, Scientific Concepts, Visual Aids, Science Instruction
The Social Construction of Scientific Concepts or the Concept Map as Conscription Device and Tool for Social Thinking in High School Science.
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Roth, Wolff-Michael; Roychoudhury, Anita – Science Education, 1992
Describes the practice of concept mapping, the student-student and student-teacher interactions, and cognitive activity occurring in participants. Authors conclude that concept mapping is an excellent activity that allows students to engage in extended science discourse. The maps provide students with a means to learn the language patterns of…
Descriptors: Classroom Communication, Concept Mapping, Discourse Analysis, Educational Research
Map Your Way to a Better Lab.
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Roth, Wolff-Michael – Science Teacher, 1990
The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)
Descriptors: Cognitive Development, Cognitive Structures, Concept Mapping, Diagrams