23 found
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  1. An Anthropology of Reading Science Texts in Online Media.Wolff-Michael Roth - 2010 - Semiotica 2010 (182):409-442.
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  2.  89
    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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  3.  4
    The Anatomy Lecture Then and Now: A Foucauldian Analysis.Norm Friesen & Wolff-Michael Roth - 2014 - Educational Philosophy and Theory 46 (10):1-19.
  4.  7
    Signs, Deixis, and the Emergence of Scientific Explanation.Wolff-Michael Roth & Daniel V. Lawless - 2002 - Semiotica 2002 (138).
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  5.  5
    A Dialectical Materialist Reading of the Sign.Wolff-Michael Roth - 2006 - Semiotica 2006 (160):141-171.
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  6.  6
    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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  7.  12
    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.
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  8.  39
    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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  9.  6
    From Epistemic Actions to Scientific Discourse: The Bridging Function of Gestures.Wolff-Michael Roth - 2003 - Pragmatics and Cognitionpragmatics and Cognition 11 (1):141-170.
    The role of gestures in communication is still debated: Some claim that gestures are merely ancillary forms of expressions, whereas others suggest a central role of gestures in the development of language. In this article, I provide data in support of the overarching hypothesis that gestures have a transitional function between ergotic/epistemic movements of hands and symbolic expressions. The context for the study of these transitions is constituted by school science laboratory activities conducted by students who are also asked to (...)
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  10.  24
    Graphing: Cognitive Ability or Practice?Wolff-Michael Roth & Michelle K. McGinn - 1997 - Science Education 81 (1):91-106.
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  11. 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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  12.  4
    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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  13.  14
    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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  14.  15
    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.
  15.  1
    The Gap Between Instruction and Situated Action: A Challenge to Semiotics?Wolff-Michael Roth - 2018 - Semiotica 2018 (221):1-27.
    Journal Name: Semiotica Issue: Ahead of print.
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  16.  3
    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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  17.  3
    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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  18.  1
    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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  19.  1
    Theory and Praxis of Metacognition.Wolff-Michael Roth - 2004 - Pragmatics and Cognitionpragmatics and Cognition 12 (1):153-168.
  20. 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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  21. Four Functions of Signs in Learning and Interdisciplinary Collaboration.Michael H. G. Hoffmann & Wolff-Michael Roth - 2010 - In . Sense Publishers.
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  22. 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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  23. Signs in/of Communication.Wolff-Michael Roth & Michael H. G. Hoffmann - 2010 - In . Sense Publishers.
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