31 found
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  1.  98
    The Complementarity of a Representational and an Epistemological Function of Signs in Scientific Activity.Michael H. G. Hoffmann & Wolff-Michael Roth - 2007 - Semiotica 2007 (164):101-121.
    Signs do not only “represent” something for somebody, as Peirce’s definition goes, but also “mediate” relations between us and our world, including ourselves, as has been elaborated by Vygotsky. We call the first the representational function of a sign and the second the epistemological function since in using signs we make distinctions, specify objects and relations, structure our observations, and organize societal and cognitive activity. The goal of this paper is, on the one hand, to develop a model in which (...)
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  2.  12
    A Dialectical Materialist Reading of the Sign.Wolff-Michael Roth - 2006 - Semiotica 2006 (160):141-171.
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  3. An Anthropology of Reading Science Texts in Online Media.Wolff-Michael Roth - 2010 - Semiotica 2010 (182):409-442.
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  4.  20
    Heeding Wittgenstein on “Understanding” and “Meaning”: A Pragmatist and Concrete Human Psychological Approach in/for Education.Wolff-Michael Roth - 2015 - Outlines. Critical Practice Studies 16 (1):26-53.
    Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primitive idea. Today, both remain two of the most frequently used terms in education. The purpose of this paper is to stimulate a discussion about abandoning these terms from the theoretical discourse of education in the way these are commonly used. Case materials (...)
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  5.  16
    Signs, Deixis, and the Emergence of Scientific Explanation.Wolff-Michael Roth & Daniel V. Lawless - 2002 - Semiotica 2002 (138).
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  6.  11
    The Anatomy Lecture Then and Now: A Foucauldian Analysis.Norm Friesen & Wolff-Michael Roth - 2014 - Educational Philosophy and Theory 46 (10):1-19.
    Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...)
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  7.  9
    At the Intersection of Text and Talk: On the Reproduction and Transformation of Language in the Multi-Lingual Evaluation of Multi-Lingual Texts.Wolff-Michael Roth - 2014 - Semiotica 2014 (202).
    Name der Zeitschrift: Semiotica Jahrgang: 2014 Heft: 202 Seiten: 109-154.
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  8.  14
    Catchments, Growth Points, and the Iterability of Signs in Classroom Communication.Lilian Pozzer-Ardenghi & Wolff-Michael Roth - 2008 - Semiotica 2008 (172):389-409.
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  9.  51
    Graphing: Cognitive Ability or Practice?Wolff-Michael Roth & Michelle K. McGinn - 1997 - Science Education 81 (1):91-106.
  10.  71
    How Does the Body Get Into the Mind?Wolff-Michael Roth & Daniel V. Lawless - 2002 - Human Studies 25 (3):333-358.
    In this article, we propose that gestures play an important role in the connection between sensorimotor experience and language. Gestures may be the link between bodily experience and verbal expression that advocates of embodied cognition have postulated. In a developmental sequence of communicative action, gestures, which are initially similar to action sequences, substantially shorten and represent actions in metonymic form. In another process, action sequences are based on kinesthetic schemata that themselves find their metaphoric expression in language. Again, gestures enact (...)
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  11.  18
    What You Should Know to Survive in Knowledge Societies: On a Semiotic Understanding of ‘Knowledge’.Michael H. G. Hoffmann & Wolff-Michael Roth - 2005 - Semiotica 2005 (157):105-142.
    Different situations — like school and workplace — demand different forms of knowledge. Even more important, in particular for lifelong learning, are forms of knowledge we need for managing movements between those situations. To develop a better understanding of how to ‘navigate’ knowledge boundaries, this paper analyzes, firstly, interviews with scientists interpreting familiar and unfamiliar graphs. Our goal is to identify those forms of knowledge that should receive special attention in education. Secondly, the article elaborates — based on Peirce’s semiotics (...)
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  12. Policy Statement and Retraction V.Teresa Bejarano-Fernández, Mary Besemeres, Anna Wierzbicka, Christoph Mischo, Steve Nicolle, Pablo Gamallo Otero, Dorit Ravid, Shoshana Zilberbuch, Wolff-Michael Roth & Farzad Sharifian - 2003 - Pragmatics and Cognition 11 (2):405-406.
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  13. Applications of Science and Technology Studies: Effecting Change in Science Education.G. Michael Bowen, Michelle K. McGinn & Wolff-Michael Roth - 1996 - Science, Technology and Human Values 21 (4):454-484.
    Researchers in science and technology studies appear to be more concerned with descriptions and explanations of social phenomena than with the potential applications of their findings. Science and technology studies should strive to change society by contributing to the design of learning environments that form future generations of producers and consumers of scientific and technological knowledge. In this article, the authors illustrate how they used research findings from science and technology studies to design alternative learning environments and summarize their principal (...)
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  14. Of Cannibals, Missionaries, and Converts: Graphing Competencies From Grade 8 to Professional Science Inside (Classrooms) and Outside.G. Michael Bowen & Wolff-Michael Roth - 1999 - Science, Technology, and Human Values 24 (2):179-212.
    To date, little is known about when and to what degree science students begin to participate in authentic scientific graphing practices. This article presents the results of a series of studies on the production, transformation, and interpretation of graphical representation from Grade 8 to professional scientific practice both in formal testing situations and in the course of field/laboratory work. The results of these studies can be grouped into two major areas. First, there is a discontinuity in the graph-related practices that (...)
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  15. Four Functions of Signs in Learning and Interdisciplinary Collaboration.Michael H. G. Hoffmann & Wolff-Michael Roth - 2010 - In . Sense Publishers.
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  16. Learning by Developing Knowledge Networks. A Semiotic Approach Within a Dialectical Framework.Michael H. G. Hoffmann & Wolff-Michael Roth - 2004 - Zdm. Zentralblatt Für Didaktik der Mathematik 36:196-205.
    A central challenge for research on how we should prepare students to manage crossing boundaries between different knowledge settings in life long learning processes is to identify those forms of knowledge that are particularly relevant here. In this paper, we develop by philosophical means the concept of a dialectical system as a general framework to describe the de-velopment of knowledge networks that mark the starting point for learning processes, and we use semiotics to discuss the epistemological thesis that any cognitive (...)
     
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  17.  1
    From Thing to Sign and “Natural Object”: Toward a Genetic Phenomenology of Graph Interpretation.Domenico Masciotra, G. Michael Bowen & Wolff-Michael Roth - 2002 - Science, Technology, and Human Values 27 (3):327-356.
    This study was designed to find out what scientists and science students actually do when they are reading familiar and unfamiliar graphs. This study provides rich details of the subtle changes in the ontologies of scientists and science students as they engage in the reading tasks assigned to them. In the course of the readers’ interpretation work, initially unspecified marks on paper are turned into objects with particular topologies that are said to correspond to specific features in the world. We (...)
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  18.  2
    Those Who Get Hurt Aren’T Always Being Heard: Scientist-Resident Interactions Over Community Water.Trudy Pauluth Penner, Gail Bradshaw, Donna Tait, Brenda Storr, Robin McMillan, Lilian Pozzer-Ardenghi, Janet Riecken & Wolff-Michael Roth - 2004 - Science, Technology and Human Values 29 (2):153-183.
    This study is about the interaction of scientific expertise and local knowledge in the context of a contested issue: the quality and quantity of safe drinking water available to some residents in one Canadian community. The authors articulate the boundary work in which scientific and technological expertise and discourse are played out against local knowledge and water needs to prevent the construction of a water main extension that would provide a group of residents with the same water that others in (...)
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  19.  4
    Conceiving Concepts and Conceptions: A Cultural-Historical Approach.Wolff-Michael Roth - 2011 - Journal of Theoretical and Philosophical Psychology 31 (2):106-114.
    A science that does not critically interrogate its theoretical concepts literally does not know what it is doing. The attempt to clarify a widely used concept in psychological research—the concept of concept—therefore constitutes an important effort in clarifying what role it plays in the discursive work of the field. In this commentary, I take a cultural-historical approach to suggest that the clarification of concepts requires both a genuine rupture and a historical study of the movement of a concept. Moreover, our (...)
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  20. From Epistemic (Ergotic) Actions to Scientific Discourse: Do Gestures Obtain a Bridging Function.Wolff-Michael Roth - 2003 - Pragmatics and Cognition 11:139-168.
     
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  21.  6
    From Everyday Science to Science Education: How Science and Technology Studies Inspired Curriculum Design and Classroom Research.Wolff-Michael Roth - 1997 - Science & Education 6 (4):373-396.
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  22. Od przetwarzania informacji do pełni człowieka.Wolff-Michael Roth - 2013 - Avant: Trends in Interdisciplinary Studies 4 (2):195-215.
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  23.  21
    On the Inclusion of Emotions, Identity, and Ethico-Moral Dimensions of Actions.Wolff-Michael Roth - 2009 - In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and Expanding with Activity Theory. Cambridge University Press. pp. 53--74.
  24.  15
    Peer Assessment of Aviation Performance: Inconsistent for Good Reasons.Wolff-Michael Roth & Timothy J. Mavin - 2015 - Cognitive Science 39 (2):405-433.
    Research into expertise is relatively common in cognitive science concerning expertise existing across many domains. However, much less research has examined how experts within the same domain assess the performance of their peer experts. We report the results of a modified think-aloud study conducted with 18 pilots . Pairs of same-ranked pilots were asked to rate the performance of a captain flying in a critical pre-recorded simulator scenario. Findings reveal considerable variance within performance categories, differences in the process used as (...)
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  25.  1
    Radical Uncertainty in Scientific Discovery Work.Wolff-Michael Roth - 2009 - Science, Technology, and Human Values 34 (3):313-336.
    Radical uncertainty is a concept currently debated, for example, in the economics literature to theorize the impossibility of foreseeing the outcomes of scientific and technological development work. The purpose of this study is to extend the concept to articulate and theorize the minute-to-minute transactions in scientific laboratories. Empirical materials resulting from five years of ethnographic work in one laboratory focusing on fish vision are used to show how scientists produce a material continuity between some natural phenomena and the way they (...)
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  26. Science and the “Good Citizen”: Community-Based Scientific Literacy.Wolff-Michael Roth & Stuart Lee - 2003 - Science, Technology and Human Values 28 (3):403-424.
    Science literacy is frequently touted as a key to good citizenship. Based on a two-year ethnographic study examining science in the community, the authors suggest that when considering the contribution of scientific activity to the greater good, science must be seen as forming a unique hybrid practice, mixed in with other mediating practices, which together constitute “scientifically literate, good citizenship.” This case study, an analysis of an open house event organized by a grassroots environmentalist group, presents some examples of activities (...)
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  27. Signs in/of Communication.Wolff-Michael Roth & Michael H. G. Hoffmann - 2010 - In . Sense Publishers.
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  28.  3
    The Gap Between Instruction (Plan) and Situated Action: A Challenge to Semiotics?Wolff-Michael Roth - 2018 - Semiotica 2018 (221):1-27.
    In this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral (...)
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  29.  2
    The Ideal in Mathematics.Wolff-Michael Roth - 2020 - Outlines. Critical Practice Studies 21 (2):60-88.
    The theory of knowledge objectification, initially presented and developed by Luis Radford, has gained some traction in the field of mathematics education. As with any developing theory, its presentation contains statements that may contradict its stated intents; and these problems are exacerbated in its uptake into the work of other scholars. The purpose of this study is to articulate a Spinozist-Marxian approach, in which the objectification exists not in things—semiotic means that mediate interactions—but as real relation between people. As a (...)
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  30.  36
    Thinking with Spinoza About ‘Hands-on’ Learning.Wolff-Michael Roth - 2018 - Educational Philosophy and Theory 50 (9):839-848.
    Despite its advanced age of about 375 years, the mind–body problem is alive and well, in part because it is anchored so well institutionally in schools and in research. This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza’s Ethics, is almost as old. The solution rests on the position that there is only one substance, which, invisible, manifests itself in two attributes, thought and extension. By thinking with Spinoza, especially (...)
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  31. How Actions and Words Come to Make Sense in a Continuously Changing World of Work: A Case Study From Software Development.Josh Tenenberg, David Socha & Wolff-Michael Roth - 2021 - Semiotica 2021 (238):211-238.
    To be successful, collaboration at work requires its participants to have a common sense about what is happening and where things are heading. But how can collaborators have such a sense in common if what is going on continuously changes? This study investigates the joint communicative work participants in collaborative activity do to remain aligned on how things are going and where things are at for the purpose of maintaining a ground in common. Our test case for illustrating this joint (...)
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