| 書目名稱 | Making Meaning by Making Connections |
| 編輯 | Kathy L. Schuh |
| 視頻video | http://file.papertrans.cn/622/621691/621691.mp4 |
| 概述 | Deep look at an often overlooked element of how learners construct their knowledge.Interpretations guided by the Mind as Rhizome metaphor and Peircian semiotics.Well-documented grounded theory of how |
| 圖書封面 |  |
| 描述 | This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the |
| 出版日期 | Book 2017 |
| 關鍵詞 | constructivism; contemprary learning theories; knowledge construction; knowledge linking; learner-center |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-94-024-0993-2 |
| isbn_softcover | 978-94-024-1459-2 |
| isbn_ebook | 978-94-024-0993-2 |
| copyright | Springer Science+Business Media B.V. 2017 |
|Archiver|手機版|小黑屋|
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