Preface. I: Background. I.1. Introduction. I.2. General Theoretical Grounding. I.3. Setting. II: Individual and Collaborative Construction of Knowledge. II.1. Individual Construction of Knowledge. II.2. Individual Constructions. II.3. Learning as Situated Activity. II.4. Collaborative Constructions. II.5. Studies on Collaborative Concept Mapping. II.6. Tools for Social Thinking. III: Framing and Solving Problems. III.1. Overview of Problem-Solving Research. III.2. Problem-Setting. III.3. Teacher Effects in Problem Setting. III.4. Finding Solutions. III.5. Concrete Modes of Thinking. IV: Interactions. IV.1. Characteristics of Student-Student Interactions. IV.2. Interactional Processes. IV.3. Structure of Interactions. IV.4. Communities of Knowledge. IV.5. A Framework for Teacher-Student Interactions. IV.6. Apprenticeship in Science Classrooms. IV.7. Microanalyses of Cognitive Apprenticeship. Conclusion. Epilogue. Bibliography. Index.
` Roth has written a stimulating book. I found much in it to enjoy, and much that I want to return to and think about further. It is clearly written and, despite its often challenging subject matter, easy to read. ... This is a book which should be read by everyone interested in the practice of science education.'
Studies in Science Education, 27 (1996)