Gestures as evidence of student thinking about physics

Scherr, Rachel E.

doi:10.1063/1.1807254

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Though language in written and spoken forms has historically monopolized the attention of those researchers and philosophers concerned with communication, a growing number of scholars in education (both generally and within PER) are beginning to attend to an expanded picture of communication [5,6,12,20,21,25,26]. These researchers are doing so by considering the multiplicity of ways by which individuals communicate beyond written and spoken language.…”

Section: A the Body And Communicating: Multimodality Social Semiotimentioning

confidence: 99%

Embodiment in physics learning: A social-semiotic look

Euler

Rådahl²,

Gregorcic

2019

Phys. Rev. Phys. Educ. Res.

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In this paper, we present a case study of a pair of students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, we first review and bring together the theoretical perspectives of social semiotics and embodied cognition, therein developing a new methodological approach for analyzing student interactions during the learning of physics (particularly for those interactions involving students' bodies). Through the use of our new approach, we are able to show how students combine a diverse range of meaning-making resources into complex, enacted analogies, thus forming explanatory models that are grounded in embodied intuition. We reflect on how meaning-making resources-even when not physically persistent-can act as coordinating hubs for other resources as well as how we might further nuance the academic conversation around the role of the body in physics learning.

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Section: A the Body And Communicating: Multimodality Social Semiotimentioning

confidence: 99%

Embodiment in physics learning: A social-semiotic look

Euler

Rådahl²,

Gregorcic

2019

Phys. Rev. Phys. Educ. Res.

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“…The age-old fashion of presenting a question to the class to which only a few students reply by raising their hands does not seem to work well for assessing students' conceptual understanding. It is very important for the teachers to attend to students' gestures when learning physics as it helps in diagnosing students' thinking and forming effective pedagogical responses (Scherr, 2004). The new knowledge constructed by the students always depends up on how the information given by the teacher interacts with the prior knowledge that the students have.…”

mentioning

confidence: 99%

Exercising Autonomous Learning Approaches through Interactive Notebooks: A Qualitative Case Study

Jaladanki

Bhattacharya

2014

TQR

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Grounded in the theoretical framework of interpretivism, the purpose of this qualitative case study was to explore the experiences of a teacher from an inner city high school in South Texas when using interactive notebooks to inform students’ understanding of physics concepts. The participant for the study was purposefully selected with an intention to gain an in-depth understanding of the experiences. Data collection incorporated multiple methods such as interviews, participant observations, and document analysis. Descriptive, In-vivo, process, and Labovian six-part model of narrative coding were used to reduce and manage data. The codes were grouped into eight categories. Two major themes were identified from the data analysis: Interactive Notebook - A Testimony of Constructive Learning and Interactive Notebook- A Pioneering Approach to Instruction. The findings of this study intersect science education and qualitative inquiry and create space for openended, autonomous, constructivist learning of scientific principles. Additionally, the findings raise implications for transferable aspects of individualized learning processes for any areas of education where concepts are challenging for students to grasp.

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Gestures as evidence of student thinking about physics

Cited by 2 publications

References 8 publications

Embodiment in physics learning: A social-semiotic look

Embodiment in physics learning: A social-semiotic look

Exercising Autonomous Learning Approaches through Interactive Notebooks: A Qualitative Case Study

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