Toward solidarity as the ground for changing science education

Roth, Wolff‐Michael

doi:10.1007/s11422-007-9070-0

Cited by 14 publications

(5 citation statements)

References 19 publications

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“…This allows for students to acquire skills to exercise power and form an identity of self within the scientific landscape that approximates those of scientists. When all members of a group, such as a group of students, become empowered to shape and change how the group's goals are achieved, the members may realize that they are all in this together and experience a sense of community (Roth 2007). Wolff-Michael Roth suggests that the inherent need for people to be in some of form of harmony should lead to a sense of mutual responsibility and the pursuit of goals that are collectively constructed.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice

Puvirajah

Verma

Webb

2012

Cult Stud of Sci Educ

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Focusing on the interplay of context and language, this study examined a group of high school students and their mentors' use of language during a robotics competition. This informal setting allowed us to gain insights into the mediation and manifestation of power within the group. Using critical discourse analysis of competition transcripts and interviews we found that both students and mentors felt a sense of ownership and community leading to symmetry in power amongst them. The shift in power led to greater student ownership and agency and created a space for authentic and meaningful science learning. The context of the robotics competition mediated discourse practices that were different from students' classroom experiences in that they were descriptive, relational, explanatory, and had an authentic evaluative dimension. This engaged the participants to co-construct and critique each other's knowledge claims thereby engaging in scientific practices that approximated the practices of scientists. Our study presents an argument that language and context reflexively influenced one another and reduced the imbalance of power amongst the participants thereby adding a new dimension to what has already been established about the conditions under which authentic science learning is likely to occur.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice

Puvirajah

Verma

Webb

2012

Cult Stud of Sci Educ

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“…Ultimately, we might expect more learning to occur when students and teachers find themselves in and collaboratively construct and control environments in which they have a sense that they are ''in all of this together,'' that is, when there is a sense of solidarity (Roth 2007b). The classroom is a field quite different than the hospital ward, for example.…”

Section: Beyond Conventional Wisdommentioning

confidence: 99%

Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences

Roth

Tobin

2010

Cult Stud of Sci Educ

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This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions that converge over time and adapt to match the prosodic parameters of students' talk. In these situations our ethnographic data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk, these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that are pragmatically deployed to manage faceto-face interactions that have solidarity and conflict as their longer-term outcomes.

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“…However, Waite (2011) highlights this data came from childminders who may well be less constrained than organisations (such as schools) so it interesting to see the development of autonomy through the use of coteaching in the current study. Roth (2007) reported that the coteaching experience was transformative and empowering for those involved as there is a focus on understanding praxis and contributing to decision making for a specific purpose. In the case of the current study such a transformation resulted in engagement with outdoor learning and coteaching for the first timea huge leap for some of the coteachers.…”

Section: Coteaching Leads To a Social Recursive And Reflexive Shift mentioning

confidence: 99%

Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition

Kerr

2019

The Journal of Environmental Education

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Teacher Development through Coteaching Outdoor Science and Environmental Education Across the Elementary-Middle School Transition This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development programme and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching and professional development. Coteaching pairs co-planned, cotaught and co-evaluated 'Shared Learning Days' in the outdoors. Eight teachers took part with 180 students in their last year of elementary school or their first year of (junior) high school. This paper demonstrates how a model of professional development, with coteaching at its core, is beneficial for the development of teachers who are teaching 'outside' their comfort zone (outdoors) and expected to focus on skills-based teaching and learning. In particular, the benefits of attitudinal change among the teachers involved is discussed.

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Toward solidarity as the ground for changing science education

Cited by 14 publications

References 19 publications

Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice

Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice

Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences

Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition

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