Beyond educational semiotics: A response to Cunningham |
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| Authors: | Michael Pressley Marilyn B Marks Pamela Beard El-Dinary |
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| Institution: | (1) Department of Human Development, College of Education, University of Maryland, Benjamin Building, 20742 College Park, Maryland |
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| Abstract: | The case is made that the theoretical propositions and instructional recommendations that Cunningham attributes to semiotics are shared with other perspectives. However, the theoretical and instructional positions Cunningham favors must be evaluated more completely if they are to be acceptable to the educational psychology community, which is generally more positivist in its orientation than the semiotics community. Nonetheless, we emphasize that the methodological approaches favored by Cunningham have the potential for permitting rapid progress in understanding and evaluating the instructional beliefs and practices consistent with semiotic analyses. |
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| Keywords: | semiotics strategy instruction educational psychology |
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