Learners' idiosyncratic links as affordances for meaning making in the semiotic process
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Kathy L Schuh
Kathy L. Schuh (b. 1959). Her research interests are learning sciences and meaning-making processes in children. Her major publications include ‘Knowledge construction in the learner-centered classroom’ (2003); ‘Learner-centered principles in a teachercentered pedagogy?’ (2004); ‘Students' spontaneous use of information from media sources: What and how do they link?’ (2004); and ‘Rhizome and the mind: Describing the metaphor’ (with D. J. Cunningham, 2004).
Abstract
Idiosyncratic comments or questions in classrooms are often considered errors or indicate that the learner was off-task. Yet, these types of utterances can be considered meaningful when viewed through a semiotic lens, indicating the personal interpretation of the learner. In this qualitative study, I identify students' questions and comments of this type in elementary classrooms. Then, drawing on a semiotic process and the Mind as Rhizome metaphor, which both honor the unique nature of the meanings that individuals will make, I demonstrate how semiotic elements could be potentially useful in a meaning-making process.
About the author
Kathy L. Schuh (b. 1959). Her research interests are learning sciences and meaning-making processes in children. Her major publications include ‘Knowledge construction in the learner-centered classroom’ (2003); ‘Learner-centered principles in a teachercentered pedagogy?’ (2004); ‘Students' spontaneous use of information from media sources: What and how do they link?’ (2004); and ‘Rhizome and the mind: Describing the metaphor’ (with D. J. Cunningham, 2004).
© Walter de Gruyter
Artikel in diesem Heft
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
Artikel in diesem Heft
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
