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020			_a9789402409932 _9978-94-024-0993-2
024	7		_a10.1007/978-94-024-0993-2 _2doi
050		4	_aLB1050.9-1091
072		7	_aEDU009000 _2bisacsh
072		7	_aJNC _2bicssc
082	0	4	_a370.15 _223
100	1		_aSchuh, Kathy L. _eauthor.
245	1	0	_aMaking Meaning by Making Connections _h[electronic resource] / _cby Kathy L. Schuh.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2017.
300			_aXII, 207 p. 6 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aPreface -- Acknowledgements -- Chapter 1 - What Do Students Bring to School? -- Chapter 2 - What Do They Link? -- Chapter 3 - How is the Linking Process Prompted? -- Chapter 4 - How are School Content and What the Student Links Related? -- Chapter 5 - What Kinds of School Content and School Contexts Link? -- Chapter 6 - How is the Linking Process Supported or Inhibited in the Classroom? -- Chapter 7 - Of what Value are Student Links? -- Chapter 8 - How is Linking (and thus Learning) like Unlimited Semiosis? -- Appendix: Research Methods -- References -- Index.
520			_aThis 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 roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students' linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.
650		0	_aEducation.
650		0	_aEducational psychology.
650		0	_aEducation _xPsychology.
650	1	4	_aEducation.
650	2	4	_aEducational Psychology.
650	2	4	_aLearning & Instruction.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789402409918
856	4	0	_3e-book _zFull-text access _uhttps://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-94-024-0993-2
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999			_aLB1050.9 -1091 _wLC _c24480 _i1420071-1001 _lNATURE _mMEF-EBOOK _rY _sY _tEBOOK _u11/9/2018 _xSATIN _0ENGLISH _1KÜTÜPHANE _2SPR-EDUCAT _d24480
003			KOHA