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A Cultural-Historical Perspective on the Multimodal Development of Concepts in Science Lectures
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Pozzer, Lilian; Roth, Wolff-Michael – Cultural Studies of Science Education, 2020
As part of a series of investigations in which we explore the integration of verbal and nonverbal aspects of communication into a dialectical, sense-constitutive unit during science lectures, this study adapts the notions of catchments (i.e., repetitions of essential features of the gesture-speech dialectic) and growth points (i.e., moments in…
Descriptors: Science Education, Science Instruction, Teaching Methods, Verbal Communication
Toward a Post-Constructivist Ethics in/of Teaching and Learning
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Roth, Wolff-Michael – Pedagogies: An International Journal, 2013
Constructivist epistemologies focus on ethics as a system of values in the mind--even when previously co-constructed in a social context--against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and…
Descriptors: Constructivism (Learning), Ethics, Teaching Methods, Interpersonal Communication
The "Work" of Lecturing in High School Chemistry
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Hwang, SungWon; Roth, Wolff-Michael – Cultural Studies of Science Education, 2013
Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) "work" that is required. Traditional research on science lectures focuses on…
Descriptors: Lecture Method, Science Instruction, Secondary School Science, Grade 10
On Performing Concepts during Science Lectures
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Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael – Science Education, 2007
When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher "performs" in the classroom. All of these…
Descriptors: Position Papers, Human Body, Nonverbal Communication, Lecture Method
Toward a New Conception of Conceptions: Interplay of Talk, Gestures, and Structures in the Setting
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Givry, Damien; Roth, Wolff-Michael – Journal of Research in Science Teaching, 2006
Most studies about students' conceptions and conceptual change are based exclusively on the analysis language, which is treated as a tool to make private contents of the mind public to researchers. Following recent studies that focused on (a) language and discursive practice and (b) the pragmatics of communication that draws on talk, gestures, and…
Descriptors: Concept Formation, Verbal Communication, Nonverbal Communication, Context Effect
Emotion at Work: A Contribution to Third-Generation Cultural-Historical Activity Theory
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Roth, Wolff-Michael – Mind, Culture, and Activity, 2007
Second-generation cultural-historical activity theory, which drew its inspiration from Leont'ev's work, constituted an advance over Vygotsky's first-generation theory by explicitly articulating the dialectical relation between individual and collective. As part of an effort to develop third-generation-historical activity theory, I propose in this…
Descriptors: Educational Theories, Ethnography, Motivation, Behavior Theories