Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011.

By K. J. Roth, Stephen L. Druker, Helen Garnier, Meike Lemmens, Catherine Chen, Takako Kawanaka, D. Rasmussen, Svetlana Trubacova, Dagmar Warvi, Y. Okamoto and 2 more. 2006

115 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/213afce969932ef8dec805281c42f8c2a1c86e31

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Citations in the corpus

A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “…case in many classrooms: Students are asked to simply verify knowledge, follow procedures, or carry out activities with weak or no conceptual links (Roth et al., 2006); teachers generally use low level ‘‘fill in the blank’’ questions with a focus on getting the right answer rather than helping…”
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science (2015, unknown): “Despite debates about enriching teaching through diverse didactical methods, classroom discourse and verbal teacherestudent interactions remain dominant in mathematics and science education (Roth et al., 2006).”
Learning to See Teaching in New Ways (2015, background): “Similarly, although there was a significant focus in U.S. science classrooms on inquiry activities (e.g., creating models, conducting experiments, observing phenomena), such activities were used for verifying knowledge or following a procedure (Roth et al., 2006; Roth & Garnier, 2006).”
Argument to Foster Scientific Literacy (2010, unknown): “Science instruction attempts to replicate the science process using cookbook-style labs that serve as verification of ideas rather than construction and critique of ideas (Roth et al., 2006; Weiss, Banilower, McMahon, & Smith, 2001).”