%0 Journal Article %1 554 %A Roth, W. M. %A Boutonne, S. %A Mcrobbie, C. J. %A Lucas, K. B. %D 1999 %J International Journal of Science Education %K file-import-09-02-13, physics, science %N (c) 2002 Inst. For Sci. Info %P 59-75+ %T One class ; many worlds %U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=0950-0693&\#38;date=1999&\#38;volume=21&\#38;issue=1&\#38;spage=59&\#38;atitle=One\%20class,\%20many\%20worlds&\#38;aulast=Roth&\#38;auinit=WM %V 21 %X Through interactions with their social and physical worlds, humans learn to see others, themselves and their physical surroundings in new ways. When interactions do not occur, learning is inhibited. Such a view of learning was used as a lens to look at a physics class, 24 students and their experienced teacher in an Australian suburban high school. Our observations and interviews with reacher and students provided evidence that participants experienced themselves in different 'lifeworlds': not only did they describe the social world in different ways but also the physical world. Furthermore, we observed that participants interacted little, which prevented them from recognizing that that experienced different lifeworlds. All participants appeared to treat the physics course as an obligatory passage point and colluded to produce learning at a low cognitive level.

@article{554, abstract = {Through interactions with their social and physical worlds, humans learn to see others, themselves and their physical surroundings in new ways. When interactions do not occur, learning is inhibited. Such a view of learning was used as a lens to look at a physics class, 24 students and their experienced teacher in an Australian suburban high school. Our observations and interviews with reacher and students provided evidence that participants experienced themselves in different 'lifeworlds': not only did they describe the social world in different ways but also the physical world. Furthermore, we observed that participants interacted little, which prevented them from recognizing that that experienced different lifeworlds. All participants appeared to treat the physics course as an obligatory passage point and colluded to produce learning at a low cognitive level.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Roth, W. M. and Boutonne, S. and Mcrobbie, C. J. and Lucas, K. B.}, biburl = {https://www.bibsonomy.org/bibtex/240ae89deb547e79f92149f82f88c6782/clachapelle}, citeulike-article-id = {4046390}, interhash = {0d93424d814d19ee2ee3f15bd9144f4f}, intrahash = {40ae89deb547e79f92149f82f88c6782}, journal = {International Journal of Science Education}, keywords = {file-import-09-02-13, physics, science}, number = {(c) 2002 Inst. For Sci. Info}, pages = {59-75+}, posted-at = {2009-02-13 21:46:09}, priority = {2}, timestamp = {2009-02-24T19:23:00.000+0100}, title = {One class ; many worlds}, url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=0950-0693\&\#38;date=1999\&\#38;volume=21\&\#38;issue=1\&\#38;spage=59\&\#38;atitle=One\%20class,\%20many\%20worlds\&\#38;aulast=Roth\&\#38;auinit=WM}, volume = 21, year = 1999 }