Making Meaning by Making Connections
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 s
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Making Meaning by Making Connections
Making Meaning by Making Connections
Kathy L. Schuh
Making Meaning by Making Connections
123
Kathy L. Schuh University of Iowa Iowa City, IA USA
ISBN 978-94-024-0991-8 DOI 10.1007/978-94-024-0993-2
ISBN 978-94-024-0993-2
(eBook)
Library of Congress Control Number: 2016952813 © Springer Science+Business Media B.V. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media B.V. The registered company address is: Van Godewijckstraat 30, 3311 GX Dordrecht, The Netherlands
To Sarah and Maddie
Preface
The case studies in this book are still as vivid and interesting to me as the days when I first visited each of the classrooms and began taking notes. It has been an incredibly long journey. Yet, as I describe the students and teachers it seems as though it were yesterday. It is because of their openness in allowing me into their classrooms that I was able to explore in depth a small part of how learners construct their knowledge based on what they already know. In the grand scheme of learning and instruction, this focus only gets at the tip of how we can support learners as they bring their own experiences, whatever those may be, into the classroom as a potential foundation for further learning. When all is said and done, this book is ultimately a book that has my research at its core. It could only have been conceived of and developed as a result of the studies I have undertaken. That said, as I consider what the book has developed into, it seems more than a documentation of findings from a research agenda. It is a compilation of case studies of upper-elementary classrooms. It is the documentation of how a theoretical lens allows for particular interpretations. It is the annotation of a research process. Because of those different aspects, this book may serve different purposes for different groups of peo
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