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In this page, you will find references for articles published by the Chat@UVic members, in various peer-reviewed journals and conference proceedings, which are a result of their work at Chat@UVic. The references are organized by year and first author, according to the main research area:
Scientific and Technological Literacy
Gestures and Nonverbal Communication
Cultural Studies of Practice and Workplace
Inscriptions and Graphicacy
Dialectics & Identity
Environmental Education
For a complete list of Dr. Wolff-Michael Roth's publications, click here.
Scientific and Technological Literacy
Manuscripts In Press & In Preparation
Hsu, P.-L., van Eijck, M., & Roth, W.-M. (manuscript submitted for publication). Students' understandings of science practice in a science internship: Reflections from an activity-theoretic perspective.
Hsu, P.-L., & Roth, W.-M. (manuscript submitted for publication). From a sense of stereotypically foreign to belonging in a science community: Ways of experiential descriptions about high school students' science internship.
Hsu, P.-L., Roth, W.-M., Marshall, A., & Guenette, F. (manuscript submitted for publication). To be or not to be? Discursive resources of (dis)identifying with science related careers.
Hsu, P.-L., & Roth, W.-M. (in press). Lab technicians and high school student interns-Who is scaffolding whom?: On forms of emergent expertise. Science Education.
Hsu, P.-L., Roth, W.-M., & Muzamder, A. (in press). Natural pedagogical conversations in high school students' internship. Journal of Research in Science Teaching.
Hsu, P.-L., & Roth, W.-M. (in press). Introducing science: An analysis of teacher discourse that presents real science activities to high school students. Research in Science Education.
Jayme, B., Reis, G., Roth, W.-M., & van Eijck, M. (manuscript in preparation). Monopolization and collaborative work: The making of a science video project.
Jayme, B., Reis, G., Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript in preparation). Interjections as communicative acts: An analysis in the field of science education.
Jayme, B., Reis, G., & Roth, W.-M. (manuscript in preparation). Egomorphism: Discursive pedagogical artifact for science education.
Stith, I., & Roth, W.-M. (manuscript in preparation). The internal contradictions of cogenerative dialogues: How openness can result in exclusion.
Stith, I., & Roth, W.-M. (manuscript in preparation). When kids are kids: Framing positive use of time during the cogeneratie dialogue.
Stith, I., & Roth, W.-M. (manuscript in preparation). An ethnographic study of cogenerative dialogues in elementary schools: Expansive learning from discussion to en-action.
Stith, I., & Roth, W.-M. (manuscript in preparation). Coming to see teaching as research: Learning from Maggie's story.
Stith, I., & Roth, W.-M. (manuscript submitted for publication). Teaching as mediation: The cogenerative dialogue and ethical understandings.
van Eijck, M. W., Hsu, P.-L., & Roth, W.-M. (in press). Translations of scientific practice to "students' images of science." Science Education.
van Eijck, M. W., & Roth, W.-M. (in press). Towards a dialogic notion of science education research. Cultural Studies of Science Education.
van Eijck, M. W., & Roth, W.-M. (in press). Authentic science experiences as a vehicles to change students' orientation towards science and scientific career choices: Learning from the path followed by Brad. Cultural Studies of Science Education.
2008
van Eijck, M. W., & Roth, W.-M. (2008). Representations of scientists in Canadian high school and college textbooks. Journal of Research in Science Teaching, 45, 1059-1082.
2007
Hsu, P.-L., Roth, W.-M., & Mazumder, A. (May 2007). Reciprocal expertise of apprenticeship in authentic laboratories. In the Proceedings of the annual meeting of the National Association for Research in Science Teaching, NARST (CD-ROM), New Orleans, LA, USA.
Hsu, P.-L., & Roth, W.-M. (May 2007). Bridging science activities to students: Discursive approach for analyzing discourse in a biology classroom. In the Proceedings of the annual meeting of the National Association for Research in Science Teaching, NARST (CD-ROM), New Orleans, LA, USA.
Hsu, P.-L. & Roth, W.-M. (May 2007). Talking about science related careers: Identities and interpretative repertoires. In the Proceedings of Connections'07 Faculty of Education, University of Victoria, Victoria, BC, Canada, p. 85-92.
Jayme, B., Reis, G., & Roth, W.-M. (May 2007). Interjections as communicative acts: Implications for science education. In T. Pelton, G. Reis, & K. Moore (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'07. (pp. 107-110), Victoria, BC, Canada.
Jayme, B., Roth, W.-M., Reis, G., & van Eijck, M. (May 2007). Group monopolization and collaborative work: The making of a science video project. In T. Pelton, G. Reis, & K. Moore (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'07. (pp. 111-116), Victoria, BC, Canada.
van Eijck, M. W., & Roth, W.-M. (2007). Improving science education for sustainable development. PLoS Biology, 5, 2763-2769.
van Eijck, M. W. (2007). Towards authentic forms of knowledge. Cultural Studies of Science Education, 2, 606-613.
van Eijck, M. W., & Roth, W.-M. (2007). Keeping the local local: Recalibrating the status of science and traditional ecological knowledge (TEK) in education. Science Education, 91, 926-947.
van Eijck, M. W., & Roth, W.-M. (2007). The role of information technology-based research tools in students' development of scientific literacy. Journal of Science Education and Technology, 16, 225-238.
2006
Hsu, P.-L., & Roth, W.-M. (December 2006). A discursive approach for analyzing teachers' discourse of introducing and promoting science activities. In the Proceedings of the 22nd Annual Conference of Science Education (pp. 314-320), Taipei, Taiwan.
Hsu, P.-L., Roth, W.-M., & Mazumder, A. (December 2006). Transaction structures and natural organizations of apprenticeship in authentic science laboratories. In the Proceedings of the 22nd Annual Conference of Science Education (pp. 321-328), Taipei, Taiwan.
Hsu, P.-L., & Roth, W.-M. (May 2006). Bridging authentic science and school science: An example from a biology teacher. In T. Pelton, G. Reis, & S. L. Stewart (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'06. (pp. 41-50), Victoria, BC: University of Victoria. Available here
Jayme, B., Reis, G., & Roth, W.-M. (May 2006). Step back! The use of student-produced digital movies as a meta-cognitve tool to assess non-formal activities. In T. Pelton, G. Reis, & S. L. Stewart (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'06. (pp. 51-56), Victoria, BC: University of Victoria. Available here
Stith, I., & Roth, W.-M. (2006). Who gets to ask questions: The ethics in/of cogenerative dialogue praxis [46 paragraphs]. Forum: Qualitative Social Research, 7(2). Available here
Stith, I., & Roth, W.-M. (May 2006). Beyond observation and interviews: The cogenerative dialogue as ethical research praxis. In T. Pelton, G. Reis, & S. L. Stewart (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'06. (pp. 93-100), Victoria, BC: University of Victoria. Available here
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Gestures and Nonverbal Communication
Manuscripts In Press & In Preparation
Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript in preparation). I've got one hand in my pocket, and the other one is gesturing towards the board. Right, left and both hands gestures in teaching.
Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript in preparation). Abundance of gestures when teaching with inscriptions: Further elucidations on the role of gestures during lectures.
Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript submitted for publication). Action and interaction in the classroom: Teacher's movement and associated pedagogical and discursive practices.
Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript submitted for publication). Communicative development of concepts in science lectures.
Pozzer-Ardenghi, L., & Roth, W.-M. (in press). How do we know he is not talking about himself? Demonstrations in science classroom. Journal of Pragmatics.
Pozzer-Ardenghi, L., & Roth, W.-M. (in press). Catchments, growth points and the iterability of signs in classroom communication. Semiotica.
2007
Pozzer-Ardenghi, L., & Roth, W.-M. (2007). On performing concepts in science lectures. Science Education, 91(1), 96-114.
2006
Givry, D. & Roth, W.-M. (2006). Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting. Journal of Research in Science Teaching, 43 (10), 1986-1109.
Roth, W.-M. & Pozzer-Ardenghi, L. (2006). Tracking situated, distributed, and embodied cognition in real time. In M. A. Vanchevsky (Ed.), Focus on Cognitive Psychology Research (237-261), Hauppauge, New York: NOVA.
2005
Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Photographs in lectures: Gestures as meaning-making resources. Linguistics and Education, 15, 275-293.
Pozzer-Ardenghi, L., & Roth, W.-M. (May 2005). Re-conceptualizing conceptions: How gestures, body orientations, and other material resources interact during lectures. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'05. (pp. 143-166), Victoria, BC: University of Victoria. Available here
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Cultural Studies of Practice and Workplace
Manuscripts In Press & In Preparation
Boyer, L., Roth, W.-M., & Wright, N. (in press). Stabi-lizing performances: The emergence of a community eelgrass mapping network. Public Understanding of Science, xx, xxx-xxx.
Emad, G., & Roth, W.-M. (submitted for publication). Contradictions in the practices of training for and assessment of competency: A case Study from the maritime domain.
Lee, Y.-J. (in press). A beautiful life in science: Learning and identity at work. In W. - M. Roth & K. Tobin (Eds.),Science, Learning, and identity (pp. --). Rotterdam: Sense Publishers.
Lee, Y.-J. & Roth, W.-M. (in press). The individual|collective dialectic in the learning organization. The Learning Organization, 14, --.
2007
Roth, W.-M., Ardenghi, D., Boyer, L., Emad, G., Hsu, P.-L., Jayme, B., Kim, M., Pozzer-Ardenghi, L., Reis, G., Stith, I., & van Eijck, M. (2007). Being, becoming, belonging: Life in an international research group. In K. Tobin & J. Kincheloe (Series Eds.) & S. M. Ritchie (Vol. Ed.), Bold visions in education research. Vol. 19. Research collaboration: Relationships and praxis (133-158), Rotterdam: Sense.
Ardenghi, D. M., Roth, W.-M., & Pozzer-Ardenghi, L. (2007). Responsibility in Dental Praxis: An activity theoretical perspective. Journal of Workplace Learning, 19(4), 240-255.
2006
Boyer, L., & Roth, W.-M. (2006). Learning and teaching as emergent features of informal settings: An ethnographic study in an environmental action group. Science Education, 90, 1028-1049.
Emad, G., & Roth, W.-M. (May 2006). Knowledge transfer between maritime colleges and on-board ships. In T. Pelton, G. Reis, & S. L. Stewart (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'06. (pp. 25-32), Victoria, BC: University of Victoria. Available here
Lee, Y.-J. & Roth, W.-M. (2006). Learning about workplace learning and expertise from Jack: A discourse analytic study. Journal of Workplace Learning, 18, 205-219.
2005
Ardenghi, D. M., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). The unknowability of actions and the development of phronesis in dentistry practice.Bulletin of the International Dental Ethics and Law Society 5.1, 3-10.
Ardenghi, D., & Roth, W.-M. (May 2005). Practical wisdom in dental clinics. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'05. (pp. 123-142), Victoria, BC: University of Victoria. Available here
Boyer, L., & Roth, W.-M. (2005). Individual|collective dialectic of free-choice learning in community-based mapping project. Environmental Education Research, 11(3), 75-91.
Lee, Y-J., & Roth, W.-M. (2005). The (unlikely) trajectory of learning in a salmon hatchery. Journal of Workplace Learning, 17, 243-254.
Lee, Y.-J., & Roth, W.-M. (May 2005). A social history of making salmon in British Columbia. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'05. (pp. 35-74), Victoria, BC: University of Victoria. Available here
2004
Lee, Y.-J. (2004). [Review of the book Fishers at work, workers at sea: A Puerto Rican journey through labor and refuge]. Anthropology of Work Review, XXIV(3-4), 32-33.
Lee, Y.-J. & Roth, W.-M. (2004). They've gotta learn something unless they're just out to lunch: Becoming an expert in a salmon hatchery. Anthropology of Work Review, XXV(1-2), 15-21.
2003
Boyer, L., Roth, W.-M., & Lee, Y-J. (2003). Salmon migrate from stream to sea and back again: Knowledge flows within, into and out of a hatchery community. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'03. (pp. 251-276). Victoria, BC: University of Victoria.
Lee, Y-J., Roth, W.-M., & Boyer, L. (2003). They've gotta learn something unless they're just out to lunch: Learning and identity in a salmon hatchery. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'03. (pp. 153-174). Victoria, BC: University of Victoria.
Lee, Y.-J. & Roth, W.-M. (2003). Making a scientist: Discursive "doing" of identity and self-presentation during research interviews [37 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 5(1). Available here
Lee, Y.-J. (2003). Documents in action: How to follow scientists of society. Review Essay: Lindsay Prior (2003). Using documents in social research [21 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 5(1). Available here
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2006
Han, J.Y.,& Roth, W.-M. (2006). Chemical inscriptions in Korean textbooks: Semiotics of macro- and micro-world. Science Education, 90(2), 173-201.
Pozzer-Ardenghi, L., & Roth, W.-M. (2006). Graphical representation in school science. In K. Tobin (Ed.), Teaching and Learning Science: A Handbook, VOl. 1 (91-98), Greenwood Publishers.
2005
Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Photographs in lectures: Gestures as meaning-making resources. Linguistics and Education, 15, 275-293.
Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Making sense of photographs. Science Education,89(2), 219-241.
Roth, W.-M., Pozzer-Ardenghi, L., & Han, J.-Y. (2005). Critical Graphicacy: Understanding visual representation practices in school science. Dordrecht, The Netherlands: Springer-Kluwer.
Yoon, J., & Roth, W.-M. (May 2005). The situated nature of graphing practices. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'05. (pp. 193-232), Victoria, BC: University of Victoria. Available here
2004
Roth, W.-M. & Lee, Y.-J. (2004). Interpreting unfamiliar graphs: A generative, activity theoretic model. Educational Studies in Mathematics, 57(2), 265-290.
2003
Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40(10), 1089-1114.
Pozzer-Ardenghi, L., & Roth, W.-M. (2003). Gestures: Helping students to understand photographs in Lectures. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'03. (pp. 31-58), Victoria, BC: University of Victoria.
Roth, W.-M., Lee, Y-J., & Peebles, D. (2003). Interpreting unfamiliar graphs: A generative, activity theoretic model. In W.-M. Roth (Ed.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'03. (pp. 31-58). Victoria, BC: University of Victoria.
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Manuscripts In Press & In Preparation
Hoffmann, M. H. G., & Roth, W.-M. (forthcoming). The complementariry of a representational and an epistemological function of signs in scientific activity. Semiotica.
Hwang, S., & Roth, W.-M. (in press). Of human bodies in scientific communication and enculturation. Journal of Curriculum Studies.
Hwang, S., & Roth, W.-M. (in press). Empathy in participative thinking: The discourse of physics classrooms in an age of globalization. In Y. J. Lee & A. L. Tan (Eds.), Science Education at the Nexus of Theory and Practice (pp. --), Rotterdam: Sense.
Hwang, S., & Roth, W.-M. (in press). Learning science in an era of globalization: A phenomenology of the foreign/strange. Cultural Studies of Science Education.
2007
Hwang, S. & Roth, W.-M. (2007). Dis/Continuity of identity: "Hot cognition" in crossing boundaries. In W.-M. Roth & K. Tobin (Eds.), Science, Learning, and Identity (pp. --), Rotterdam: Sense.
Noblit, G., Hwang, S., Seiler, G., & Elmesky, R. (2007). Forum: Toward culturally responsive discourses in science education. Cultural Studies of Science Education, 2, 105-117.
Roth, W.M., Varelas, M., Hwang, S., & Tobin, K. (2007). Activity, agency, passivity. In W.-M. Roth & K. Tobin (Eds.), Science, Learning, and Identity (pp. --), Rotterdam: Sense.
2006
Barab, S., Ritchie, S. M., Hwang, S., & Roth, W.-M. (2006). Forum: Toward a non-reductionist perspective of thinking in science. Cultural Studies of Science Education, 1, 451-465.
Goulart, M. I. M., & Roth, W.-M. (2006). Margin|Centre: Toward a dialectic view of participation. Journal of Curriculum Studies, 38(6), 679-700.
Hwang, S., & Roth, W.-M. (2006). From designing artifacts to learning science: A dialectical perspective. Cultural Studies of Science Education, 1, 423-450.
Roth, W.-M. & Hwang, S. (2006). On the relation of abstract and concrete in scientists' graph interpretations: A case study. Journal of Mathematical Behavior, 25, 318-333.
Roth, W.-M. & Hwang, S. (2006). Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete? Journal of Mathematical Behavior, 25, 334-344.
2005
Hoffmann, M. H. G., & Roth, W.-M. (2005). What you should know to survive in knowledge societies: On a semiotic understanding of 'knowledge'. Semiotica, 157 (1/4), 105-142.
Hoffmann, M. H. G. (2005). The curse of the Hegelian heritage and logic in Activity Theory. Georgia Tech's School of Public Policy Working Paper Series, 9, online. Available here.
Hwang, S. W., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). Understanding collaborative practice: Reading between the [Lines] Actions. Outlines 7(1), 50-69.
2004
Hoffmann, M. H. G., & Roth, W.-M. (2004). Learning by developing knowledge networks: A semiotic approach within a dialectical framework. Zentralblatt fDidaktik der Mathematik 36(6), 196-205. Available here
Hwang, S. W., & Roth, W.-M. (2004). Ethics in research on learning: Dialectics of praxis and praxeology. [39 paragraphs]. Forum Qualitative Sozialforschung/ Forum: Qualitative Social Research, 6(1). Available here
Hwang, S. W., & Roth, W.-M. (2004). Co-evolving with material artifacts: Learning science through technological design. Journal of the Korean Association for Research in Science Education, 24 76-89.
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2007
Reis, G., Jayme, B., & Roth, W.-M. (May 2007). Egomorphism: Discursive pedagogical artifact in/for science education. In T. Pelton, G. Reis, & K. Moore (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections'07. (pp. 149-153), Victoria, BC, Canada.