Paying Attention to Gesture when Students Talk Chemistry: Interactional Resources for Responsive Teaching

• Autores: Virginia J. Flood, Francois G. Amar, Ricardo Nemirovsky, Benedikt W. Harrer, Mitchell R. M. Bruce, Michael C Wittmann
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 92, Nº 1, 2015, págs. 11-22
• Idioma: inglés
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• Resumen

  • 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.