Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching

By Wolff‐Michael Roth, Kenneth Tobin, Andreas Zimmermann, Natasia Bryant, Charles H. F. Davis. 2002

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/32046f6ebc8777369ba300e06fd2a2d3f8aa3473

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Yarden Kedmi
2. Tali Tal
3. Marilyn Fleer

In Education

1. Yarden Kedmi
2. Tali Tal
3. Marilyn Fleer

In Human Factors and Ergonomics

1. Tali Tal
2. Marilyn Fleer

Citations in the corpus

• Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “Roth 1998), apprenticeship in thinking (see Barab and Hay 2001; Charney et al. 2007), activity theory (Van Aalsvoort 2004; Roth et al. 2002 ), task affordance (see 284 Res Sci Educ (2009) 39:281–306”
• Teaching socioscientific issues: classroom culture and students’ performances (2007, methodology): “But, the initial observations in class led us to adopt Roth and colleagues’ ( Roth, Tobin, Zimmermann, Bryant, & Davis, 2002 ) principle for co-teaching, which is:”