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How to Acquire “The Habit of Changing Habits”: The Marriage of Charles Pierce's Semiotic Paradigm and Concept Mapping

Kankkunen, Markku (2004) How to Acquire “The Habit of Changing Habits”: The Marriage of Charles Pierce's Semiotic Paradigm and Concept Mapping. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 375-384. ISBN 84-9769-064-8

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Abstract

his paper grapples with the problem of how to track a student’s real progress in learning, which cannot be absolutely quantified at any given point as a result of a particular intervention. Here, only some results are presented for a long-term qualitative and quantitative classroom study, during which the method of concept mapping was applied and interpreted in light of the semiotic paradigm developed by Charles Sanders Peirce (1931–1958). Peirce’s semiotic paradigm was thought to have sufficient rigour and flexibility to give new access to the multiplicity of processes at work in the classroom. A natural learning environment was built over a four-year period in a Finnish primary school. The students, ranging in age from 9 to 12 years, were encouraged to use qualitative judgement (intuition, tacit knowledge) to give them greater intellectual access to the meanings of the concepts taught. The goal was to bring them to Vygotsky’s stage of ‘conceptual learning’, and to evaluate the effectiveness of concept mapping as an ‘advance organiser’ used in conjunction with Peirce’s semiotic paradigm. This paper concentrates on the theory building of concept mapping. However, the four-year longitudinal study results (Kankkunen 1999; 2001) show that concept mapping provided a means for students to discover tentative meanings for the concepts taught. In parallel, Peirce’s semiotic paradigm provided a pragmatic framework for tracking the process of ‘updating meanings’ (the habit of changing habits) which is intrinsic to learning. The marriage of Peircean theory and concept mapping is lasting. Keywords: abductive reasoning, concept mapping, connection-making, establishing meaning, learning environment for understanding, longitudinal study, students as evaluators

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 18 Aug 2012 10:25
Last Modified: 11 Oct 2012 13:30
URI: http://eprint.ihmc.us/id/eprint/88

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