Journal Article Detail Page
![]()
written by
Wolff-Michael Roth, Keith Lucas, and Campbell McRobbie
The investigations reported in this article are part of a larger study concerned with understanding learning as it emerges from the enacted curriculum which in itself is mediated by: students' views of the nature of science, beliefs about learning, views of laboratory learning environments; teacher's beliefs about knowing and learning science and knowledge of student ideas about content. In this article, the results of two studies of students' discourse about rotation phenomena are presented with a particular focus on the consistency of this talk across different phenomena. Study 1 presents an inventory of students' observational and theoretical descriptions after they had been taught rotational motion during the previous school year; it simultaneously constitutes an inventory of students' knowing before another physics unit that presupposed knowledge of the first instructional cycle. Study 2 reports on the same students' discourse after a four-week unit on the dynamics of rotational motion. The results of Study 1 indicate that in spite of prior instruction, students' observational and theoretical descriptions of rotational phenomena were different from scientific canon and inconsistent within and across contexts. Study 2 further underscores the variations in student discourse about rotational motion within and across context and the differences with canonical discourse. More importantly, it illustrates that only a minority of students provided adequate observational and theoretical descriptions about the dynamics of rotational motion.
International Journal of Science Education: Volume 23, Issue 2, Pages 151-179
ComPADRE is beta testing Citation Styles!
![]() <a href="https://www.per-central.org/items/detail.cfm?ID=2847">Roth, W, K. Lucas, and C. McRobbie. "Students' talk about rotational motion within and across contexts, and implications for future learning." Int. J. Sci. Educ. 23, no. 2, (February 1, 2001): 151-179.</a>
![]() W. Roth, K. Lucas, and C. McRobbie, , Int. J. Sci. Educ. 23 (2), 151 (2001), WWW Document, (https://doi.org/10.1080/09500690117824).
![]() W. Roth, K. Lucas, and C. McRobbie, Students' talk about rotational motion within and across contexts, and implications for future learning, Int. J. Sci. Educ. 23 (2), 151 (2001), <https://doi.org/10.1080/09500690117824>.
![]() Roth, W., Lucas, K., & McRobbie, C. (2001, February 1). Students' talk about rotational motion within and across contexts, and implications for future learning. Int. J. Sci. Educ., 23(2), 151-179. Retrieved February 12, 2025, from https://doi.org/10.1080/09500690117824
![]() Roth, W, K. Lucas, and C. McRobbie. "Students' talk about rotational motion within and across contexts, and implications for future learning." Int. J. Sci. Educ. 23, no. 2, (February 1, 2001): 151-179, https://doi.org/10.1080/09500690117824 (accessed 12 February 2025).
![]() Roth, Wolff-Michael, Keith Lucas, and Campbell McRobbie. "Students' talk about rotational motion within and across contexts, and implications for future learning." Int. J. Sci. Educ. 23.2 (2001): 151-179. 12 Feb. 2025 <https://doi.org/10.1080/09500690117824>.
![]() @article{
Author = "Wolff-Michael Roth and Keith Lucas and Campbell McRobbie",
Title = {Students' talk about rotational motion within and across contexts, and implications for future learning},
Journal = {Int. J. Sci. Educ.},
Volume = {23},
Number = {2},
Pages = {151-179},
Month = {February},
Year = {2001}
}
![]() %A Wolff-Michael Roth %A Keith Lucas %A Campbell McRobbie %T Students' talk about rotational motion within and across contexts, and implications for future learning %J Int. J. Sci. Educ. %V 23 %N 2 %D February 1, 2001 %P 151-179 %U https://doi.org/10.1080/09500690117824 %O text/html ![]() %0 Journal Article %A Roth, Wolff-Michael %A Lucas, Keith %A McRobbie, Campbell %D February 1, 2001 %T Students' talk about rotational motion within and across contexts, and implications for future learning %J Int. J. Sci. Educ. %V 23 %N 2 %P 151-179 %8 February 1, 2001 %U https://doi.org/10.1080/09500690117824 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. |
ContributeSimilar Materials |