This research article delves into the underexplored domain of indigenous students’ perception of concept maps, focusing on the utilization of semiotic causal models. Concept maps have gained recognition as an effective tool in education, facilitating knowledge organization, comprehension, and critical thinking. However, their implementation within indigenous educational contexts remains relatively unknown. This study aims to address this research gap by investigating how indigenous students perceive and utilize concept maps within their learning environments.
Drawing upon the theoretical framework of semiotics, which examines the interplay between signs, their meanings, and the interpretation process, we explore the use of concept maps as semiotic tools for knowledge representation. Specifically, we investigate how indigenous students perceive and interpret concept maps, examining the cultural and contextual factors that influence their understanding and application of these visual representations.
To achieve our research objectives, a mixed-methods approach will be employed, combining qualitative interviews and quantitative surveys. We will collaborate with indigenous communities to ensure the research design is culturally responsive and respectful of their perspectives. Participants will be selected from diverse indigenous backgrounds, representing different cultural traditions and educational experiences.
Data analysis will involve both qualitative coding and statistical techniques. Through qualitative analysis, we will uncover themes and patterns in participants’ perceptions of concept maps, shedding light on the cultural, linguistic, and epistemological factors that shape their understanding. Quantitative analysis will allow us to examine the relationships between key variables, such as cultural identity and concept map utilization.
This research aims to contribute to the field of education by expanding our understanding of how indigenous students engage with concept maps as semiotic tools. The findings will inform the development of culturally relevant pedagogical strategies that leverage concept maps to enhance indigenous students’ learning experiences. By recognizing and valuing indigenous students’ cultural perspectives and knowledge systems, this study seeks to foster more inclusive and equitable educational practices.
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