Connections.

Wolff-Michael Roth

 


Refereed Journals: 04
Chapters: 03

Refereed Journal

[TOP]

04. Tobin, K. & Tippins, D. (1996). Metaphors as seeds for learning and the improvement of science teaching. Science Education, 80, 711-730.

03. Tobin, K. & McRobbie, C.J. (1996). Cultural myths as restraints to the enacted science curriculum. Science Education, 80, 223-241.

02. Tobin, K. & McRobbie, C. (1996). Significance of limited English proficiency and cultural capital to the performance in science of Chinese-Australians. Journal of Research in Science Teaching, 33, 265-282.

01. Roth, W.M., & Tobin, K. (1996). Aristotle and natural observation versus Galileo and (stacked) scientific experiment or physics lectures as rhetorical events. Journal of Research in Science Teaching, 33, 135-157.

Chapters

[TOP]

03. Tobin, K. (1996). Cultural perspectives on the teaching and learning of science. In Ogawa, M. (Ed). Traditional culture, science and technology and development - Toward a new literacy for science and technology (pp. 75-99). Tokyo, Japan: Research Project, Science-Technology and Society.

02. Tobin, K. (1996). Teacher learning, teacher education and educational reform. In Treagust, D.F., Duit, R., and Fraser, B.J. Improving Teaching and learning in science and mathematics. (pp. 175-189). New York: Teachers College Press.

01. Fraser, B.J. & Tobin, K. (1996). Exemplary teaching of science: Its meaning in the post-compulsory years. In P. Fensham, (Ed.). Science and technology education in post-compulsory education (pp. 98-118). Melbourne, Australia: The Australian Council for Educational Research.

  The Graduate School and University Center of the City University of New York.