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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 21 – 40 of 73 21 Researching living/lived mathematical work Roth, Wolff-Michael In: Forum Qualitative Sozialforschung (2011) 12/1, Art.-31 IDS Bibliografie zur Gesprächsforschung 22 Passibility: At the Limits of the Constructivist Metaphor Roth, Wolff-Michael. - : Springer, 2011 Abstract: This book argues that the 'constructivist metaphor' has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning.In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning science-in schools, scientific laboratories and everyday life-all of which defy a constructivist explanation. The author argues that 'passibility' constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as 'otherness', passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning. ; No Full Text Keyword: Curriculum and Pedagogy Theory and Development URL: https://doi.org/10.1007/978-94-007-1908-8 http://hdl.handle.net/10072/44581 BASE Hide details 23 A Study of Laughter in Science Lessons Roth, Wolff-Michael; M. Ritchie, Stephen; Hudson, Peter. - : John Wiley & Sons, Inc., 2011 BASE Show details 24 Transcriptions, mathematical cognition, and epistemology Roth, Wolff-Michael; Bautista, Alfredo. - : Montana Council of Teachers of Mathematics & Information Age Publishing, 2011 BASE Show details 25 Radical embodiment and semiotics: toward a theory of mathematics in the flesh S. Thom, Jennifer; Roth, Wolff-Michael. - : Springer, 2011 BASE Show details 26 A study of laughter in science lessons Roth, Wolff-Michael; Ritchie, Stephen M.; Hudson, Peter B.... In: School of Education (2011) BASE Show details 27 Transcriptions, Mathematical Cognition, and Epistemology Roth, Wolff-Michael; Bautista, Alfredo In: The Mathematics Enthusiast (2011) BASE Show details 28 Reading online news media for science content: a social psychological approach Roth, Wolff-Michael In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 31 (2010) 3, 254-281 BLLDB OLC Linguistik Show details 29 Toward a social practice perspective on the work of reading inscriptions in science texts Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 31 (2010) 3, 228-253 BLLDB OLC Linguistik Show details 30 Language, learning, context : talking the talk Roth, Wolff-Michael. - London [u.a.] : Routledge, 2010 BLLDB UB Frankfurt Linguistik Show details 31 An anthropology of reading science texts in online media Roth, Wolff-Michael In: Semiotica. - Berlin ; Boston : De Gruyter Mouton 182 (2010), 409-442 OLC Linguistik Show details 32 An anthropology of reading science texts in online media Roth, Wolff-Michael In: Semiotica. - Berlin ; Boston : De Gruyter Mouton 182 (2010) 1-4, 409-442 BLLDB Show details 33 Realizing Vygotsky's program concerning language and thought: tracking knowing (ideas, conceptions, beliefs) in real time Roth, Wolff-Michael In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 23 (2009) 4, 295-312 OLC Linguistik Show details 34 How do we know he is not talking about himself? Demonstrations in science classroom Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 41 (2009) 4, 684-698 BLLDB Show details 35 Specifying the ethnomethodological "what more?" Roth, Wolff-Michael In: Cultural Studies of Science Education (2009) 4, 1-12 IDS Bibliografie zur Gesprächsforschung 36 How do we know he is not talking about himself? Demonstrations in science classroom Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael In: Journal of Pragmatics (JoP) 41 (2009) 4, 684-698 IDS Bibliografie zur Gesprächsforschung 37 Catchments, growth points, and the iterability of signs in classroom communication Roth, Wolff-Michael; Pozzer-Ardenghi, Lilian In: Semiotica. - Berlin ; Boston : De Gruyter Mouton 172 (2008) 1-4, 389-409 BLLDB OLC Linguistik Show details 38 Elementary students’ and teacher’s interactions during out-of-classroom activities de Oliveira Jayme, Bruno. - 2008 BASE Show details 39 The complementarity of a representational and an epistemological function of signs in scientific activity Hoffmann, Michael H. G; Roth, Wolff-Michael In: Semiotica. - Berlin ; Boston : De Gruyter Mouton 164 (2007), 101-121 OLC Linguistik Show details 40 Communication as situated, embodied practice Roth, Wolff-Michael In: Body, language and mind I (Berlin, 2007), p. 431-456 MPI für Psycholinguistik Show details Page: 1 2 3 4

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