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Publications

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. (in press). Students' representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective. International Journal of 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., & 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.

2010

Hsu, P.-L., & Roth, W.-M. (2010). From a sense of stereotypically foreign to belonging in a science community: Ways of experiential descriptions about high school students' science internship. Research in Science Education, 40, 291-311.

2009

Hsu, P.-L., Roth, W.-M., Marshall, A., & Guenette, F. (2009). To be or not to be? Discursive resources of (dis)identifying with science related careers. Journal of Research in Science Teaching, 46, 1114-1136.

Hsu, P.-L., & Roth, W.-M. (2009). Introducing science: An analysis of teacher discourse that presents real science activities to high school students. Research in Science Education, 39, 553-574.

van Eijck, M. W., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to "students' images of science." Science Education, 93, 611-634.

Hsu, P.-L., Roth, W.-M., & Muzamder, A. (2009). Natural pedagogical conversations in high school students' internship. Journal of Research in Science Teaching, 46, 481-505.

Hsu, P.-L., & Roth, W.-M. (2009). Lab technicians and high school student interns-Who is scaffolding whom?: On forms of emergent expertise. Science Education, 93, 1-25.

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. (under revision). Action and interaction in the classroom: Teacher's movement and associated pedagogical and discursive practices.

Pozzer-Ardenghi, L., & Roth, W.-M. (under revision). Communicative development of concepts in science lectures.

2009

Pozzer-Ardenghi, L., & Roth, W.-M. (2009). How do we know he is not talking about himself? Demonstrations in science classroom. Journal of Pragmatics, 41(4), 684-698.

Pozzer-Ardenghi, L. (2009). Non-verbal aspects of communication and interaction and their role in teaching and learning science. In: K. Tobin & W.-M. Roth (Series Eds.) & W.-M. Roth & K. Tobin (Regional Eds.), The world of science education:, Vol. 1: Handbook of Research in North America (pp. 259-271). Sense Publishers.

2008

Pozzer-Ardenghi, L., & Roth, W.-M. (2008). Catchments, growth points and the iterability of signs in classroom communication. Semiotica, 172(1/4), 389-409.

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

Ardenghi, D. M., Roth, W.-M., & Pozzer-Ardenghi, L. (manuscript in preparation). Ethics in the mouth: Features of discourse in dentists' talk about critical incidents in their praxis.

Ardenghi, D. M., Roth, W.-M., & Pozzer-Ardenghi, L. (manuscript in preparation). The ethics of everyday interaction: An ethnographic study of dental practice.

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.

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, --.

2009

Emad, G., & Roth, W.-M. (2009). Challenges Of Vocational Education Reform In Maritime Domain, Journal of Vocations and Learning, 2(1), 19-35.

2008

Emad, G., & Roth, W.-M. (2008). Contradictions in the Practices of Training for and Assessment of Competency: A Case Study from the Maritime Domain. Journal of Education + Training, 50, 260-272.

Emad. G., & Oxford. I. (2008). Rethinking Maritime Education and Training, Proceedings of the 16th International Maritime Lecturers’ Association Conference (pp. 13-19). Izmir, Turkey.

Emad. G., & Oxford. I. (2008). Schema Theory and Situatedeness of Simulator Training, Proceedings of the 15th International Navigation Simulator Lecturers’ Conference (pp. 13-19). St. John’s, NL, Canada: Memorial University.

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 (pp. 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.

Emad. G. (2007). Evaluating the Competencies of Seafarers: Challenges in Current Practice, In T. Pelton, G. Reis, & K. Moore (Eds.), Proceedings of the University of Victoria Faculty of Education Research Conference - Connections' 07(pp. 71-76). Victoria, BC, Canada: University of Victoria.

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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Inscriptions and Graphicacy

Manuscripts In Press & In Preparation

Pozzer-Ardenghi, L., & Roth, W.-M. (in press). Toward a social perspective on the work of reading inscriptions in science texts [Invited contribution]. Reading Psychology.

2009

Pozzer-Ardenghi, L. (2009). Research in inscriptions: Visual literacy, authentic science practices, and multimodality. In: K. Tobin & W.-M. Roth (Series Eds.) & W.-M. Roth & K. Tobin (Regional Eds.), The world of science education, Vol. 1: Handbook of Research in North America (pp.307-324). Sense Publishers.

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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Dialectics & Identity

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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Environmental Education

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.

 


Mathematics Education

2010

Maheux, J.-F., Roth, M.-W., & Thom, J S. (2010). Looking at the observer challenges to the study of conceptions and conceptual change. In W.-M. Roth (Ed), Re/Structuring Science Education: ReUniting Sociological and Psychological Perspectives (pp. 201-219). Dordrecht, The Netherlands: Springer.

2009

Maheux, J.-F., Thom, J.S., & Roth, M.-W. (2009). What makes a cube a cube? Contingency in abstract, concrete, cultural and bodily mathematical knowings. In Roth, WM (Éd.) Mathematical Representations at the Interface of the Body and Culture (pp. 71-94), Information Age.

Maheux, J.-F. & Thom, J S. (2009). L’activité mathématique comme une manière d’être dans le monde. In Spagnolo, F. (ed). Proceedings of the Commission for the Study and Improvement of Mathematics Teaching Conference (pp. 400-414). Palermo: G.R.I.M.

Maheux, J.-F., Roth, M-W., & Thom, J S. (2009). Ethics and mathematics education in concrete actions. Connections. Victoria: University of Victoria.

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