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
