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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
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  Data: 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
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  Data: 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.
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