home - login - register

Journal Article Detail Page

Journal of Research in Science Teaching
written by Wolff-Michael Roth, Campbell McRobbie, Keith Lucas, and Sylvie Boutonné
This study was designed to find out why students may fail to learn from teacher demonstrations. In the context of an interpretive study in an Australian senior-year physics course, data were collected to understand the constraints that mediated learning about rotational motion. Over a period of 6 weeks, we gathered observational data, videotapes of classroom transactions, interviews with students and the teacher, and students' notebooks. Our analysis revealed six dimensions that may have prevented students from learning what the teacher had intended. These dimensions included (a) students' lack of theoretical framework to separate signals - the phenomena - from noise, (b) interference of discourses learned in other contexts of the physics course, (c) interference from other demonstrations and images that had some surface resemblance, (d) students' problems in piecing together coherent representational frameworks from the information given, (e) low salience of knowledge related to demonstrations on tests, and (f) lack of opportunities for students to test their descriptions and explanations. A set of recommendations is presented designed to facilitate teachers in changing their perspective on demonstrations and their associated practices for improving student learning. The recommendations are embedded in a framework that allows teacher reflection and action research.
Journal of Research in Science Teaching: Volume 34, Issue 5, Pages 509-533
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Learning Theory
- Research Design & Methodology
General Physics
- Physics Education Research
- High School
- Lower Undergraduate
- Instructional Material
= Instructor Guide/Manual
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 1997 John Wiley & Sons, Inc.
DOI:
10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U
Keywords:
Demonstrations (Science), Educational Strategies, Physics, Secondary Education, Teaching Methods
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
Last Update
when Cataloged:
December 7, 1998
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
W. Roth, C. McRobbie, K. Lucas, and S. Boutonné, J. Res. Sci. Teaching 34 (5), 509 (1997), WWW Document, (http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U).
AJP/PRST-PER
W. Roth, C. McRobbie, K. Lucas, and S. Boutonné, Why may students fail to learn from demonstrations? A social practice perspective on learning in physics J. Res. Sci. Teaching 34 (5), 509 (1997), <http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U>.
APA Format
Roth, W., McRobbie, C., Lucas, K., & Boutonné, S. (1998, December 7). Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. J. Res. Sci. Teaching, 34(5), 509-533. Retrieved September 1, 2014, from http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U
Chicago Format
Roth, W, C. McRobbie, K. Lucas, and S. Boutonné. "Why may students fail to learn from demonstrations? A social practice perspective on learning in physics." J. Res. Sci. Teaching. 34, no. 5, (December 7, 1998): 509-533, http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U (accessed 1 September 2014).
MLA Format
Roth, Wolff-Michael, Campbell McRobbie, Keith Lucas, and Sylvie Boutonné. "Why may students fail to learn from demonstrations? A social practice perspective on learning in physics." J. Res. Sci. Teaching 34.5 (1997): 509-533. 1 Sep. 2014 <http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U>.
BibTeX Export Format
@article{ Author = "Wolff-Michael Roth and Campbell McRobbie and Keith Lucas and Sylvie Boutonné", Title = {Why may students fail to learn from demonstrations? A social practice perspective on learning in physics}, Journal = {J. Res. Sci. Teaching}, Volume = {34}, Number = {5}, Pages = {509-533}, Month = {December}, Year = {1998} }
Refer Export Format

%A Wolff-Michael Roth
%A Campbell McRobbie
%A Keith Lucas
%A Sylvie Boutonné
%T Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
%J J. Res. Sci. Teaching
%V 34
%N 5
%D December 7, 1998
%P 509-533
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Roth, Wolff-Michael
%A McRobbie, Campbell
%A Lucas, Keith
%A Boutonné, Sylvie
%D December 7, 1998
%T Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
%J J. Res. Sci. Teaching
%V 34
%N 5
%P 509-533
%8 December 7, 1998
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials