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Rosemary S. Russ
University of Wisconsin-Madison
43Publications
10H-index
441Citations
Publications 43
Newest
Published on May 24, 2019in International Journal of Science Education 1.32
Tor Ole B. Odden1
Estimated H-index: 1
(University of Wisconsin-Madison),
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
ABSTRACTCurrent science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking proces...
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Published on Mar 11, 2019in Environmental Education Research 2.60
Katalin Dósa2
Estimated H-index: 2
(University of Wisconsin-Madison),
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
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Published on Jan 21, 2019in arXiv: Physics Education
Tor Ole B. Odden1
Estimated H-index: 1
,
Rosemary S. Russ10
Estimated H-index: 10
Many physics instructors aim to support student sensemaking in their classrooms. However, this can be challenging since instances of sensemaking tend to be short-lived, with students often defaulting to approaches based on answer-making or rote mathematical manipulation. In this study, we present evidence that specific recurring questions can serve a key role in the sensemaking process. Using a case-study of two students discussing an E&M thought experiment, we show how students' entry into sens...
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Published on Jan 1, 2019in Science Education 3.04
Tor Ole B. Odden1
Estimated H-index: 1
(University of Oslo),
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
2 Citations Source Cite
Published on Nov 29, 2018
Tor Ole B. Odden1
Estimated H-index: 1
,
Rosemary S. Russ10
Estimated H-index: 10
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Published on Nov 19, 2018in The Journal of the Learning Sciences 3.00
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison),
Leema K. Berland12
Estimated H-index: 12
(University of Wisconsin-Madison)
A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based pedagogies, students are typically allowed to construct knowledge only insofar as they construct expected knowledge. In this report and reflection, we use activity theory to demonstrate how this pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowl...
2 Citations Source Cite
Published on Sep 1, 2018in Journal of Research in Science Teaching 3.21
Emily Miller2
Estimated H-index: 2
,
Eve Manz3
Estimated H-index: 3
(Boston University)
+ 2 AuthorsLeema K. Berland12
Estimated H-index: 12
9 Citations Source Cite
Published on May 18, 2018in Journal of medical imaging
Lonie R. Salkowski6
Estimated H-index: 6
(University of Wisconsin-Madison),
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
The ability to correlate anatomical knowledge and medical imaging is crucial to radiology and as such, should be a critical component of medical education. However, we are hindered in our ability to teach this skill because we know very little about what expert practice looks like, and even less about novices’ understanding. Using a unique simulation tool, this research conducted cognitive clinical interviews with experts and novices to explore differences in how they engage in this correlation ...
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Published on Jan 3, 2018
Tor Ole B. Odden1
Estimated H-index: 1
,
Rosemary S. Russ10
Estimated H-index: 10
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Published on Jan 1, 2018in Journal of Research in Science Teaching 3.21
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
5 Citations Source Cite
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