Towards applied semiotics: An analysis of iconic gestural signs regarding physics teaching in the light of theatre semiotics

Pantidos, Panagiotis; Valakas, Kostas; Vitoratos, E.; Ravanis, Konstantinos

doi:10.1515/semi.2008.095

Cited by 6 publications

(6 citation statements)

References 21 publications

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“…Physical arrangements in lectures constitute communicative resources: Speakers' distances from and relative body orientations to inscriptions are integral to the sense of what is being communicated-spatial semiotic resources help understand physics teaching in a (theater) semiotic context (e.g., Pantidos et al 2008). This is so because both lecturers and inscriptions not only occupy physical spaces but also, because they break the spatial symmetry, mark out preferential spaces in the room associated with the sense of what he communicates.…”

Section: Assertion 1: Physics Concepts Take Place In Different Fieldsmentioning

confidence: 99%

“…These previous studies suggest that communication constitutes a core phenomenon of knowing and learning physics and that concepts, if there are such, can only be "transmitted" from one person to another by different communicative means all of which require bodily performances. Therefore, a study of different modes of communication in physics lectures (e.g., Pantidos et al 2008) has a potential not only for articulating the dynamic dimension of language and literacy (Roth 2009) but also for responding to pedagogical issues such as the role of lectures in students' temporal development of scientific concepts. For example, gestures that seem to provide contradictory information from a visual representation at hand are neither redundant nor independent but interpretive resources that push the development of the ongoing talk (e.g., Roth and Lawless 2002).…”

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confidence: 99%

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The (Embodied) Performance of Physics Concepts in Lectures

Hwang

Roth

2010

Res Sci Educ

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Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational "more" may explain (part of) the gap between students' participative understanding that exists in the situation where they sit in the lecture on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including gestures, body movements, body positions, prosody, and so forth.

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Section: Assertion 1: Physics Concepts Take Place In Different Fieldsmentioning

confidence: 99%

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confidence: 99%

The (Embodied) Performance of Physics Concepts in Lectures

Hwang

Roth

2010

Res Sci Educ

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“…For example, in teaching activities, when physically active, preschool-aged children can produce iconic, deictic, and ergotic gestures as thought acts [44]. Pantidos et al [45] starting from the semiotics of the theater, refer to gestural or kinetic signs, involving the entire human body, which can produce images and point to as well as handle objects. Regarding the latter, these researchers refer to manipulation of an actual object, manipulation of a model (e.g., of a water molecule), as well as of objects, which, although absent from the field of action, are implied.…”

Section: Human Bodymentioning

confidence: 99%

“…Approaching the iconic bodily expressions in teaching physics, they can be perceived as factors that create meaning [45]. Thus, these gestures might represent a human act (e.g., pushing or pulling someone/Newton's third law) or an inanimate entity and its action (e.g., a photon colliding with an opaque object).…”

Section: Human Bodymentioning

confidence: 99%

Narration and multimodality: The role of the human body and material objects in science teaching

Pantidos

Kaliampos

Ravanis

2022

IJERE

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<span>This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom.</span>

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“…Εδώ θα πρέπει να τονίσουμε ότι η προοπτική της κοινωνικής σημειωτικής προσέγγισης προσφέρει ήδη σημαντικά εκπαιδευτικά αποτελέσματα τόσο στα ζητήματα μελέτης των διδακτικών πρακτικών (Pantidos, Valakas, Vitoratos & Ravanis., 2008. Pozzer-Ardenghi & Roth, 2008 όσο και στα ζητήματα ανάλυσης και σχεδιασμού του συμβατικού εκπαιδευτικού υλικού (Hatzinikita, Koulaïdis, Sklaveniti & Tsatsaroni, 1996.…”

Section: εισαγωγηunclassified

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

Βορβυλάς¹

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Η παρούσα διδακτορική διατριβή προτείνει ένα εννοιολογικό πλαίσιο σχεδιασμού μαθησιακών αντικειμένων το οποίο εμφορείται από την Κοινωνική Σημειωτική και από τη Θεωρία της Ρητορικής Δομής. Προτείνεται μια θεώρηση των μαθησιακών αντικειμένων ως πολυτροπικών ψηφιακών κειμενικών μακρο-ειδών τα οποία αποτελούνται από ψηφιακά κειμενικά μικρο-είδη. Η οργάνωση του μαθησιακού περιεχομένου μοντελοποιείται μέσα από διάφορα συστημικά δίκτυα τα οποία αναπαριστούν τις σχεδιαστικές επιλογές του δημιουργού των μαθησιακών αντικειμένων. Με αυτό το σημειωτικό πλαίσιο στη διάθεσή του ένας δημιουργός μαθησιακών αντικειμένων μπορεί να εξοπλιστεί με τα εννοιολογικά εκείνα εργαλεία τα οποία θα του επιτρέψουν: α) να δημιουργήσει ή να χρησιμοποιήσει διάφορους τύπους κειμενικών μικρο-ειδών σύμφωνα με τις επικοινωνιακές λειτουργίες που αυτά εξυπηρετούν, β) να συνδέσει μεταξύ τους αυτούς τους τύπους μέσα από μια σειρά συζευκτικών σχέσεων και γ) να εκφράσει μέσα στο μαθησιακό περιεχόμενο τις επικοινωνιακές του προθέσεις απέναντι σε μια συγκεκριμένη ομάδα – στόχο χρηστών.

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Towards applied semiotics: An analysis of iconic gestural signs regarding physics teaching in the light of theatre semiotics

Cited by 6 publications

References 21 publications

The (Embodied) Performance of Physics Concepts in Lectures

The (Embodied) Performance of Physics Concepts in Lectures

Narration and multimodality: The role of the human body and material objects in science teaching

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

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