Paying Attention to Gesture When Students Talk Chemistry: Interactional Resources for Responsive Teaching
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| Title: | Paying Attention to Gesture When Students Talk Chemistry: Interactional Resources for Responsive Teaching |
|---|---|
| Language: | English |
| Authors: | Flood, Virginia J., Amar, Francois G., Nemirovsky, Ricardo, Harrer, Benedikt W., Bruce, Mitchell R. M., Wittmann, Michael C. |
| Source: | Journal of Chemical Education. Jan 2015 92(1):11-22. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2015 |
| Sponsoring Agency: | National Science Foundation |
| Contract Number: | DUE 0941515 DUE 0941191 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Nonverbal Communication, Science Instruction, Chemistry, Video Technology, Interviews, College Science, Undergraduate Study, Human Body, Scientific Concepts, Interaction, Undergraduate Students, Verbal Communication, Teaching Methods, Concept Formation |
| Geographic Terms: | Maine |
| DOI: | 10.1021/ed400477b |
| ISSN: | 0021-9584 |
| Abstract: | When students share and explore chemistry ideas with others, they use gestures and their bodies to perform their understanding. As a publicly visible, spatio-dynamic medium of expression, gestures and the body provide productive resources for imagining the submicroscopic, three-dimensional, and dynamic phenomena of chemistry together. In this paper, we analyze the role of gestures and the body as interactional resources in interactive spaces for collaborative meaning-making in chemistry. With our moment-by-moment analysis of video-recorded interviews, we demonstrate how creating spaces for, attending to, and interacting with students' gestures and bodily performances generate opportunities for learning. Implications for teaching and assessment that are responsive to students' ideas in chemistry are discussed. |
| Abstractor: | As Provided |
| Number of References: | 94 |
| Entry Date: | 2015 |
| Accession Number: | EJ1050739 |
| Database: | ERIC |
| Abstract: | When students share and explore chemistry ideas with others, they use gestures and their bodies to perform their understanding. As a publicly visible, spatio-dynamic medium of expression, gestures and the body provide productive resources for imagining the submicroscopic, three-dimensional, and dynamic phenomena of chemistry together. In this paper, we analyze the role of gestures and the body as interactional resources in interactive spaces for collaborative meaning-making in chemistry. With our moment-by-moment analysis of video-recorded interviews, we demonstrate how creating spaces for, attending to, and interacting with students' gestures and bodily performances generate opportunities for learning. Implications for teaching and assessment that are responsive to students' ideas in chemistry are discussed. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/ed400477b |
