Encapsulating Concepts in Gestures and Drawings During Educational Design Team Meetings

Wardak, Dewa

doi:10.1080/10749039.2016.1169549

Cited by 8 publications

(14 citation statements)

References 43 publications

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“…To explore the functions of drawing in the process of constructing a mechanistic explanation, all students' actions performed on and with the drawing were analyzed. The analysis followed an iterative process based on Wardak (2017). First, to complete the transcription, the video records were re-watched and any observed action performed on and with the drawing was highlighted in the transcription using a set of conventions.…”

Section: Discussionmentioning

confidence: 99%

“…Second, a description of the actions performed on and with the drawing was added in a separate column. Third, the description of these actions was reviewed and categories were developed based on relevant literature (e.g., Mathayas et al, 2019;Parnafes, 2010;Wardak, 2017). Finally, categories were used to code every described action performed on and with the drawing.…”

Section: Discussionmentioning

confidence: 99%

Section: Drawing Facilitated Productive Interaction Between Studentsmentioning

confidence: 99%

“…A critical characteristic of drawings is that what is represented on the drawing does not need to be referred to in speech or held in memory, thereby reducing the cognitive load (Wardak, 2017). Indeed, when talk and gestures are acted on the drawing, the drawing provides a stable space that adds meaning to both talk and gestures (Heiser et al, 2004;Wardak, 2017). Our findings consistently showed both students using talk and gestures on the drawings to convey their ideas, which made their conversation highly contextual and fluent with minimal verbal resources.…”

Section: Drawing Facilitated Productive Interaction Between Studentsmentioning

confidence: 99%

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Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

et al. 2021

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Mechanistic reasoning is a powerful form of reasoning central to scientific explanations. Despite mechanistic reasoning being an important dimension of scientific practice and a central dimension of science curricula, students face difficulties in developing such type of reasoning. Many authors have been proposing tools for supporting its development; drawing is one such tool. Studies that purposefully explore how drawing leverages and supports students' mechanistic reasoning while engage in a process of constructing explanations are still scarce. The goal of the current study was to understand how students' mechanistic reasoning emerges and is enacted when students are jointly involved in drawing creation. For that, we drew on a recent framework that identifies essential characteristics of students' mechanistic reasoning and also on theories of distributed and embodied cognition. In this paper, we present a pair of middle school students who jointly explain a chemical phenomenon by creating drawings and reasoning with them. Using a fine-grain analysis we examined the elements of students' mechanistic reasoning in relation to drawing creation and how talk and embodied actions on and with the drawings were used to support students' reasoning. Findings reveal that drawings played a key role in paving the way for students reasoning about mechanisms and in enacting mechanistic reasoning. In particular, drawings were essential for pushing students to look for a

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Drawing Facilitated Productive Interaction Between Studentsmentioning

confidence: 99%

Section: Drawing Facilitated Productive Interaction Between Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

et al. 2021

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“…Gesture mimicking is not always affiliative: Repeating another's gestures can be used to intentionally mock someone [e.g., Goodwin & Alim, 2010]. Gesture mimicking is also found in professional settings to build cohesion across complex, collaboratively negotiated ideas [Wardak, 2017] (e.g., scientists proposing and building theories together [Becvar, Hollan, & Hutchins, 2005] or confirming they are interpreting physical phenomena in the same way [Goodwin, 2018]). …”

Section: Towards An Investigation Of Dialogic Gesture In Teaching Andmentioning

confidence: 99%

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts. However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”

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Using iconic hand gestures in teaching a year 8 science lesson

Bentley

Walters

Yates

2023

Applied Cognitive Psychology

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Advances in embodied learning and the use of gesture has gained greater interest amongst educators and researchers in recent years. The emerging evidence supporting the use of physical enactment rather than just auditory modes of instruction remains unresolved. This paper investigates the pedagogical methods used by a science teacher instructing a year 8 science class. One class was taught via the practitioner's usual and standard methods. The second class were taught similarly but were exposed to a set of scripted iconic hand gestures. The study utilised the theoretical underpinnings of Evolutionary Educational Psychology and recent insights of Cognitive Load Theory to measure student cognitive load on learning and achievement. The research findings suggest students who were exposed to teaching using iconic hand gestures scored more highly on achievement and rated the test items as relatively less difficult compared to those taught using traditional methods.

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Encapsulating Concepts in Gestures and Drawings During Educational Design Team Meetings

Cited by 8 publications

References 43 publications

Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Using iconic hand gestures in teaching a year 8 science lesson

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