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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 high school 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
Classical Mechanics
- Rotational Dynamics
= Conservation of Angular Momentum
Education Foundations
- Achievement
- Cognition
= Cognition Development
- Communication
= Language
= Representations
- Learning Theory
= Transfer
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Skills
- Teacher Characteristics
= Pedagogical Content Knowledge
- High School
- Lower Undergraduate
- Reference Material
= Research study
Appropriate Courses Categories Ratings
- Algebra-based Physics
- AP Physics
- Activity
- New teachers
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License:
This material is released under a Creative Commons Attribution-No derivatives 4.0 license.
Rights Holder:
Wiley Periodicals, Inc.
DOI:
10.1002/(SICI)1098-2736(199705)34:5<509::AID-TEA6>3.0.CO;2-U
Record Creator:
Metadata instance created September 15, 2022 by Lauren Bauman
Record Updated:
November 4, 2022 by Caroline Hall
Last Update
when Cataloged:
December 7, 1998
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Record Link
AIP Format
W. Roth, C. McRobbie, K. Lucas, and S. Boutonné, , J. Res. Sci. Teaching 34 (5), 509 (1998), WWW Document, (https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.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 (1998), <https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.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 December 4, 2022, from https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.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, https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.co;2-u (accessed 4 December 2022).
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 (1998): 509-533. 4 Dec. 2022 <https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.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 https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.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 https://doi.org/10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.co;2-u


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