Literaturnachweis - Detailanzeige
Autor/in | Roth, Wolff-Michael |
---|---|
Titel | Reading graphs: contributions to an integrative concept of literacy. |
Quelle | In: Journal of curriculum studies, 34 (2002) 1, S. 1-24Infoseite zur Zeitschrift |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
Schlagwörter | Bildung; Denkfähigkeit; Multikulturelle Erziehung; Lehr-Lern-Forschung; Lernprozess; Narrative Didaktik; Semiotik; Grafische Methode; Konzeptualisierung; Studie; Kanada |
Abstract | In contrast to past educational research that views graph-related activities in terms of mental ability, I offer a conceptualization of graphing as a semiotic activity. This move provides a more viable account not only of individual experiences, familiarity and socio-cultural factors during graph reading, but also of errors committed by students and 'experts' alike. I outline a model of semiotic activity that contains two elements not present in other semiotic theories: the process of parsing the perceptual field to construct relevant signs and the grounding of a sign through the dialectic of sign-to-referent and referent-to-sign movements. This model of semiotic activity also implies an integration of research on graphing (and other sign-related activities) into a more general concept of literacy. (Zusammenfassung vom Verlag übernommen). |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2003_(CD) |