Designing Communities

  • Wolff-Michael Roth

Part of the Science & Technology Education Library book series (CTISE, volume 3)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Foundations

    1. Front Matter
      Pages 1-1
    2. Wolff-Michael Roth
      Pages 3-20
    3. Wolff-Michael Roth
      Pages 21-40
    4. Wolff-Michael Roth
      Pages 41-65
    5. Wolff-Michael Roth
      Pages 66-97
  3. Transformations of a Community: The Emergence of Shared Resources and Practices

    1. Front Matter
      Pages 99-100
    2. Wolff-Michael Roth
      Pages 101-127
    3. Wolff-Michael Roth
      Pages 129-153
    4. Wolff-Michael Roth
      Pages 154-196
  4. Networking Across Interstices

    1. Front Matter
      Pages 197-197
    2. Wolff-Michael Roth
      Pages 199-249
    3. Wolff-Michael Roth
      Pages 250-275
  5. Conclusions

    1. Front Matter
      Pages 277-277
    2. Wolff-Michael Roth
      Pages 279-293
    3. Wolff-Michael Roth
      Pages 294-303
  6. Back Matter
    Pages 304-313

About this book

Introduction

The study described in this book arose in the contextof a three-year collective effort to bring about change in science teaching at Mountain Elementary School. 1 This opportunity emerged after I contacted the school with the idea to help teachers implement student-centered science teaching. At the same time, the teachers collectively had come to realize that their science teaching was not as exciting to children as it could be. They had recognized their own teaching as textbook-based with little use of the "hands-on" approaches prescribed by the provincial curriculum. At this point, the teachers and I decided that a joint project would serve our mutual goals: they wanted assistance in changing from textbook-based approaches to student-centered activities; I wanted to collect data on learning in student-centered knowledge­ producing classroom communities. I brought to this school my new understandings about classroom communi­ ties from several earlier studies conducted in a private high school (e. g. , Roth & Bowen, 1995; Roth & Roychoudhury, 1992). I wanted to help teachers create science learning environments in which children took charge of their learning, where children learned from more competent others by participating with them in ongoing activities, and teachers were responsible for setting up and maintaining a classroom community rather than for dissem­ inating information. After I had completed the data collection for the present study, I watched a documentary about an elementary school in the small French village of Moussac (Envoye Special, TV5, September 14, 1994).

Keywords

Frames evolution interaction knowledge learning ontology problem solving science

Authors and affiliations

  • Wolff-Michael Roth
    • 1
  1. 1.Applied Cognitive Science and Science Education Faculty of EducationUniversity of VictoriaVictoriaCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-011-5562-5
  • Copyright Information Kluwer Academic Publishers 1998
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-4704-0
  • Online ISBN 978-94-011-5562-5
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • About this book