Wolff‐Michael Roth

Research interests

Publications

• A Cultural-Historical Perspective on Mathematics Teaching and Learning

  SensePublishers eBooks · 2011 · 10.1007/978-94-6091-564-2

• “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

  Review of Educational Research · 2007 · https://doi.org/10.3102/0034654306298273

• Emotion at Work: A Contribution to Third-Generation Cultural-Historical Activity Theory

  Mind Culture and Activity · 2007 · 10.1080/10749030701307705

• Phenomenology of Perception

  Journal · 2006 · https://doi.org/10.1163/9789087901134_007

• What Good Is Polarizing Research Into Qualitative and Quantitative?

  Educational Researcher · 2006 · 10.3102/0013189x035005014

• Doing Qualitative Research

  Journal · 2005 · https://doi.org/10.1163/9789087901219

• Science education as/for participation in the community

  Science Education · 2004 · https://doi.org/10.1002/sce.10113

• Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective

  Mind Culture and Activity · 2004 · 10.1207/s15327884mca1101_4

• Science education as/for sociopolitical action

  Peter Lang eBooks · 2002

• Scientific literacy as collective praxis

  Public Understanding of Science · 2002 · 10.1088/0963-6625/11/1/302

• Learning science through technological design

  Journal of Research in Science Teaching · 2001 · 10.1002/tea.1031

• Gestures: Their Role in Teaching and Learning

  Review of Educational Research · 2001 · https://doi.org/10.3102/00346543071003365

• Professionals Read Graphs: A Semiotic Analysis

  Journal for Research in Mathematics Education · 2001 · 10.2307/749672

• Differences in graph-related practices between high school biology textbooks and scientific ecology journals

  Journal of Research in Science Teaching · 1999 · 10.1002/(sici)1098-2736(199911)36:9<977::aid-tea3>3.0.co;2-v

• Preparing Students for Competent Scientific Practice: Implications of Recent Research in Science and Technology Studies

  Educational Researcher · 1999 · 10.3102/0013189x028003014

• Inscriptions: Toward a Theory of Representing as Social Practice

  Review of Educational Research · 1998 · 10.3102/00346543068001035

• Inscriptions: Toward a Theory of Representing as Social Practice

  Review of Educational Research · 1998 · 10.2307/1170689

• Why may students fail to learn from demonstrations? A social practice perspective on learning in physics

  Journal of Research in Science Teaching · 1997 · 10.1002/(sici)1098-2736(199705)34:5<509::aid-tea6>3.0.co;2-u

• Art and Artifact of Children's Designing: A Situated Cognition Perspective

  Journal of the Learning Sciences · 1996 · 10.1207/s15327809jls0502_2

• Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses

  Journal of Research in Science Teaching · 1996 · 10.1002/(sici)1098-2736(199609)33:7<709::aid-tea2>3.0.co;2-r

• Authentic school science : knowing and learning in open-inquiry science laboratories

  CERN Document Server (European Organization for Nuclear Research) · 1995

• Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor

  Cognition and Instruction · 1995 · 10.1207/s1532690xci1301_3

• Authentic School Science

  · 1995 · 10.1007/978-94-011-0495-1

• Physics students' epistemologies and views about knowing and learning

  Journal of Research in Science Teaching · 1994 · 10.1002/tea.3660310104

• The development of science process skills in authentic contexts

  Journal of Research in Science Teaching · 1993 · 10.1002/tea.3660300203

Current projects

No projects listed.