© 2017

Making Meaning by Making Connections


  • 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 students make meaning as they encounter content and how the learning environment may support or inhibit that process

  • Richly detailed cases that allow scrutiny of the research lens used throughout the narrative while allowing for the readers own interpretations

  • Detailed narratives that prompt the readers to experience and understand the various dynamics in each of the classrooms


Table of contents

  1. Front Matter
    Pages i-xii
  2. Kathy L. Schuh
    Pages 1-18
  3. Kathy L. Schuh
    Pages 19-40
  4. Kathy L. Schuh
    Pages 41-59
  5. Kathy L. Schuh
    Pages 127-142
  6. Back Matter
    Pages 169-207

About this book


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 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.


constructivism contemprary learning theories knowledge construction knowledge linking learner-centered semiotics cognition classroom learning semiotics metaphors of learning qualitative reserach Peircian semiotics grounded theory

Authors and affiliations

  1. 1.University of IowaIowa CityUSA

Bibliographic information

  • Book Title Making Meaning by Making Connections
  • Authors Kathy L. Schuh
  • DOI
  • Copyright Information Springer Science+Business Media B.V. 2017
  • Publisher Name Springer, Dordrecht
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-94-024-0991-8
  • Softcover ISBN 978-94-024-1459-2
  • eBook ISBN 978-94-024-0993-2
  • Edition Number 1
  • Number of Pages XII, 207
  • Number of Illustrations 6 b/w illustrations, 0 illustrations in colour
  • Topics Educational Psychology
    Learning & Instruction
  • Buy this book on publisher's site