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Wolff-Michael Roth

Wolff-Michael Roth

Award Badge
Social Sciences and Humanities
Canada
2026

D-Index & Metrics

Social Sciences and Humanities

D-Index
100
Citations
38517
World Ranking
95
National Ranking
6

Research.com Recognitions

  • 2026 - Research.com Social Sciences and Humanities in Canada Leader Award
  • 2025 - Research.com Social Sciences and Humanities in Canada Leader Award
  • 2023 - Research.com Social Sciences and Humanities in Canada Leader Award
  • 2022 - Research.com Social Sciences and Humanities in Canada Leader Award
  • 2009 - Fellow of the American Educational Research Association
  • 2008 - Fellow of the American Association for the Advancement of Science (AAAS)

Overview

Wolff-Michael Roth is affiliated with the University of Victoria in Canada and has contributed extensively to social sciences and psychology, with a primary focus on education-related fields. Their research spans multiple subfields, including education, social psychology, sociology and political science, developmental and educational psychology, and philosophy.

The central themes in Wolff-Michael Roth's work include social representations and identity, mathematics education and teaching techniques, science education and pedagogy, education and critical thinking development, embodied and extended cognition, science education and perceptions, and teacher education and leadership studies.

Key recent papers published by Wolff-Michael Roth and colleagues include:

  • The resurgence of everyday experiences in school science learning activities (2020), Cultural Studies of Science Education
  • What Research Says About the Relationships Between Malaysian Teachers' Knowledge, Perceived Difficulties and Self-efficacy, and Practicing STEM Teaching in Schools (2022), The Asia-Pacific Education Researcher
  • Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development (2021), Cultural Studies of Science Education
  • Learner agency in urban schools? A pragmatic transactional approach (2020), British Journal of Sociology of Education
  • Unveiling the Teachers' Perceived Self-efficacy to Practice Integrated STrEaM Teaching (2022), The Asia-Pacific Education Researcher

Frequent co-authors in Wolff-Michael Roth's research include:

  • Mageswary Karpudewan
  • Carlo Raffo
  • Vasugi Subramaniam
  • Anttoni Kervinen
  • Kalle Juuti

The scientist has published multiple articles in specialized venues, with notable appearances in:

  • Cultural Studies of Science Education (4 publications)
  • The Asia-Pacific Education Researcher (3 publications)
  • Canadian Journal of Science Mathematics and Technology Education (2 publications)
  • British Journal of Sociology of Education (1 publication)
  • Human Arenas (1 publication)

Wolff-Michael Roth has also authored a book titled Adventures of Mind and Mathematics, published in 2020 by Springer International Publishing.

Recognition for Wolff-Michael Roth's contributions includes being named a Fellow of the American Educational Research Association in 2009 and a Fellow of the American Association for the Advancement of Science (AAAS) in 2008.

Best Publications

  • “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory:

    Wolff-Michael Roth;Yew-Jin Lee

  • Authentic school science : knowing and learning in open-inquiry science laboratories

    Wolff-Michael Roth

  • Gestures: Their Role in Teaching and Learning:

    Wolff-Michael Roth

  • Science education as/for participation in the community

    Wolff-Michael Roth;Stuart Lee

  • Rethinking Scientific Literacy

    Wolff Michael Roth;Angela Calabrese Barton

  • Inscriptions: Toward a Theory of Representing as Social Practice

    Wolff-Michael Roth;Michelle K. McGinn

  • The development of science process skills in authentic contexts

    Wolff-Michael Roth;Anita Roychoudhury

  • Physics students' epistemologies and views about knowing and learning

    Wolff-Michael Roth;Anita Roychoudhury

  • Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective:

    Sasha A. Barab;Wolff Michael Roth

  • At the Elbow of Another: Learning to Teach by Coteaching

    Wolff-Michael Roth;Kenneth George Tobin

  • The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students

    Wolff-Michael Roth;Anita Roychoudhury

  • Experimenting in a constructivist high school physics laboratory

    Wolff-Michael Roth

  • Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor

    Wolff-Michael Roth;G. Michael Bowen

  • What Good Is Polarizing Research Into Qualitative and Quantitative

    Kadriye Ercikan;Wolff-Michael Roth

  • Differences in graph-related practices between high school biology textbooks and scientific ecology journals

    Wolff-Michael Roth;G. Michael Bowen;Michelle K. McGinn

  • Doing Qualitative Research: Praxis of Method

    Wolff-Michael Roth

  • Preparing Students for Competent Scientific Practice: Implications of Recent Research in Science and Technology Studies

    Michelle K. McGinn;Wolff-Michael Roth

  • A Cultural-Historical Perspective on Mathematics Teaching and Learning

    Wolff-Michael Roth;Luis Radford

  • Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective

    Wolff-Michael Roth;Kenneth Tobin;Rowhea Elmesky;Cristobal Carambo

  • Professionals Read Graphs: A Semiotic Analysis

    Wolff-Michael Roth;G. Michael Bowen

  • Authentic school science

    Wolff-Michael Roth

  • Phenomenology of Perception

    Unknown

Frequent Co-Authors

Kenneth Tobin
Kenneth Tobin City University of New York
Luis Radford
Luis Radford Laurentian University
Angela Calabrese Barton
Angela Calabrese Barton Michigan State University
Sasha A. Barab
Sasha A. Barab Arizona State University
Peter Hudson
Peter Hudson Ascension Health
Gregory J. Kelly
Gregory J. Kelly Pennsylvania State University
Justin Dillon
Justin Dillon University of Exeter
Sandra K. Abell
Sandra K. Abell Purdue University West Lafayette
Peter J. Fensham
Peter J. Fensham Monash University
Barry J. Fraser
Barry J. Fraser Curtin University

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